[ { "path": ".gitattributes", "content": "# Auto detect text files and perform LF normalization\n* text=auto\n\n# Custom for Visual Studio\n*.cs diff=csharp\n\n# Standard to msysgit\n*.doc\t diff=astextplain\n*.DOC\t diff=astextplain\n*.docx diff=astextplain\n*.DOCX diff=astextplain\n*.dot diff=astextplain\n*.DOT diff=astextplain\n*.pdf diff=astextplain\n*.PDF\t diff=astextplain\n*.rtf\t diff=astextplain\n*.RTF\t diff=astextplain\n" }, { "path": ".gitignore", "content": "# Windows image file caches\nThumbs.db\nehthumbs.db\n\n# Folder config file\nDesktop.ini\n\n# Recycle Bin used on file shares\n$RECYCLE.BIN/\n\n# Windows Installer files\n*.cab\n*.msi\n*.msm\n*.msp\n\n# Windows shortcuts\n*.lnk\n\n# =========================\n# Operating System Files\n# =========================\n\n# OSX\n# =========================\n\n.DS_Store\n.AppleDouble\n.LSOverride\n\n# Thumbnails\n._*\n\n# Files that might appear in the root of a volume\n.DocumentRevisions-V100\n.fseventsd\n.Spotlight-V100\n.TemporaryItems\n.Trashes\n.VolumeIcon.icns\n\n# Directories potentially created on remote AFP share\n.AppleDB\n.AppleDesktop\nNetwork Trash Folder\nTemporary Items\n.apdisk\n" }, { "path": ".ipynb_checkpoints/Collections_using_v_1-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Collections\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## In this lecture\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Arrays](#Arrays)\\n\",\n \"- [Tuples](#Tuples)\\n\",\n \"- [Dictionaries](#Dictionaries)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Introduction\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Collections are groups of elements. These elements are values of different Julia types. Storing elements in collections is one of the most useful operations in computing.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Arrays\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays are collections of values separated with commas and placed inside of a set of square brackets. They can be represented in column or in row form.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# A column vector\\n\",\n \"array1 = [1, 2, 3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `typeof()` function shows that `array1` is an instance of an array object, containing integer values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# The type of the object array1\\n\",\n \"typeof(array1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we create `array2`. Note that there are only spaces between the elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 Array{Int64,2}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A row vector\\n\",\n \"array2 = [1 2 3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `transpose()` function will create a linear algebra transpose of our column vector, `array1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 LinearAlgebra.Transpose{Int64,Array{Int64,1}}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The transpose\\n\",\n \"transpose(array1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When the types of the elements are not the same, all elements _inherit_ the _highest_ type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Float64,1}:\\n\",\n \" 1.0\\n\",\n \" 2.0\\n\",\n \" 3.0\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# With a mix of types, all the elements inherent the \\\"highest\\\" type\\n\",\n \"array2 = [1, 2, 3.0]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.0\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Index for one of the original integers will be Float64\\n\",\n \"array2[1]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can have more than one _dimension_ (here dimension does not refer to the number of elements in a vector, representing a vector field).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 4 7\\n\",\n \" 2 5 8\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Column-wise entry of multidimensional array\\n\",\n \"array3 = [[1, 2, 3] [4, 5, 6] [7, 8, 9]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 4 5 6\\n\",\n \" 7 8 9\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Row-wise entry of multidimensional array\\n\",\n \"array4 = [[1 2 3]; [4 5 6]; [7 8 9]]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `length()` function returns the number of elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Length of array3\\n\",\n \"length(array3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"length(array4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Since the two arrays above were created differently, let's take a look at indexes of their elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 2\\n\",\n \"Element 3 is 3\\n\",\n \"Element 4 is 4\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 6\\n\",\n \"Element 7 is 7\\n\",\n \"Element 8 is 8\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Index order of column-wise array\\n\",\n \"for i in 1:length(array3)\\n\",\n \" println(\\\"Element $(i) is \\\", array3[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 4\\n\",\n \"Element 3 is 7\\n\",\n \"Element 4 is 2\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 8\\n\",\n \"Element 7 is 3\\n\",\n \"Element 8 is 6\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Index order of row-wise array\\n\",\n \"for i in 1:length(array4)\\n\",\n \" println(\\\"Element $(i) is \\\", array4[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Elements can be repeated using the `repeat()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using repeat() to repeat column elements\\n\",\n \"repeat([1, 2], 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 2\\n\",\n \" 1 2\\n\",\n \" 1 2\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using repeat() to repeat row elements\\n\",\n \"repeat([1 2], 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `range()` function creates a range object. The first argument is the value of the first element. The `step = ` argument specifies the step-size, and the `length =` argument specifies how many elements the array should have.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1:1:10\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using range(start, step, number of elements)\\n\",\n \"range(1, step = 1, length = 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can change the range object into an array using the `collect()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Create collections using the collect() function\\n\",\n \"collect(range(1, step = 1, length = 10))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Short-hand syntax\\n\",\n \"collect(1:10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create empty arrays as placeholders.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2×3 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing missing\\n\",\n \" missing missing missing\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating empty array with two rows and three columns\\n\",\n \"array5 = Array{Union{Missing, Int}}(missing, 2, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Reshaping is achieved using the `reshape()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing\\n\",\n \" missing missing\\n\",\n \" missing missing\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Reshaping\\n\",\n \"reshape(array5, 3, 2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Every element in an arrays has an index (address) value. We already saw this above when we created a for-loop to cycle through the values of our row vs. column created arrays.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10×5 Array{Int64,2}:\\n\",\n \" 18 20 13 18 13\\n\",\n \" 16 14 14 12 16\\n\",\n \" 14 13 11 19 20\\n\",\n \" 19 11 10 12 14\\n\",\n \" 20 15 15 14 12\\n\",\n \" 11 20 20 10 20\\n\",\n \" 10 15 17 13 12\\n\",\n \" 11 17 13 14 16\\n\",\n \" 18 10 16 15 10\\n\",\n \" 12 13 18 14 10\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a 10 x 5 array with each element drawn randomly from value 10 through 20\\n\",\n \"array6 = rand(10:20, 10, 5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Indexing is indicated with square brackets. For arrays with rows and columns, the index values will be in the form `[row, column]`. A colon serves as short-hand syntax indicating _all_ values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 18\\n\",\n \" 16\\n\",\n \" 14\\n\",\n \" 19\\n\",\n \" 20\\n\",\n \" 11\\n\",\n \" 10\\n\",\n \" 11\\n\",\n \" 18\\n\",\n \" 12\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#All rows in first column\\n\",\n \"array6[:, 1]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Int64,1}:\\n\",\n \" 14\\n\",\n \" 13\\n\",\n \" 11\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Rows two through five of second column\\n\",\n \"array6[2:5, 2]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 16 16\\n\",\n \" 19 14\\n\",\n \" 11 20\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Values in rows 2, 4, 6, and in columns 1 and 5\\n\",\n \"array6[[2, 4, 6], [1, 5]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 13\\n\",\n \" 18\\n\",\n \" 13\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Values in row 1 from column 3 to the last column\\n\",\n \"array6[1, 3:end]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Boolean logic can be used to select values based on rules. Below we check if each value in column one is equal to or greater than $12$.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element BitArray{1}:\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" false\\n\",\n \" false\\n\",\n \" false\\n\",\n \" true\\n\",\n \" false\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Boolean logic (returning only true or false)\\n\",\n \"array6[:, 1] .> 12\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can add values to an array using the `push!()` function. Many functions in Julia have an added exclamation mark, called a _bang_. It is used to make permanent changes to the values in a computer variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a five element array\\n\",\n \"array7 = [1, 2, 3, 4, 5]\\n\",\n \"# Permanantly append 10 to end of array\\n\",\n \"push!(array7, 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `pop!()` function removes the last element (the bang makes it permanent).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"pop!(array7)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can also change the value of an element by using its index.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1000\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Change second element value to 1000\\n\",\n \"array7[2] = 1000\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 1000\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Viewing the change\\n\",\n \"array7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"_List comprehension_ is a term that refers to the creating of an array using a _recipe_. View the following example.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 3\\n\",\n \" 6\\n\",\n \" 9\\n\",\n \" 12\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# An example of list comprehension\\n\",\n \"array8 = [3 * i for i in 1:5]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The Julia syntax is very expressive, as the above example shows. Square brackets indicate that we are creating a list. The expression, `3 * i` indicates what we want each element to look like. The for-loop uses the placeholder over which we wish to iterate, together with the range that we require.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This allows for very complex array creation, which makes it quite versatile.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 2 4 6\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Column-wise collection iterating through second element first\\n\",\n \"array9 = [a * b for a in 1:3, b in 1:3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arithmetic operations on arrays are performed through the process of _broadcasting_. Below we add $1$ to each element in `array9`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 2 3 4\\n\",\n \" 3 5 7\\n\",\n \" 4 7 10\"\n ]\n },\n \"execution_count\": 34,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Elementwise addition of a scalar using dot notation\\n\",\n \"array9 .+ 1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When arrays are of similar shape, we can do elemnt wise addition.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 4\\n\",\n \" 1006\\n\",\n \" 12\\n\",\n \" 16\\n\",\n \" 20\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Elementwise addition of similar sized arrays\\n\",\n \"array7 + array8\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"While it is nice to have a complete set of elements, data is often _missing_. `Missing` is a Julia data type that provides a placeholder for missing data in a statistical sense. It propagates automatically and its equality as a type can be tested. Sorting is possible since missing is seen as greater than other values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 36,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Propagation\\n\",\n \"missing + 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"missing > 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Union{Missing, Int64},1}:\\n\",\n \" 11 \\n\",\n \" 22 \\n\",\n \" 33 \\n\",\n \" missing\\n\",\n \" 55 \"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"[1, 2, 3, missing, 5] + [10, 20, 30, 40 ,50]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking equality of value using ==\\n\",\n \"# Cannot return true or false since value is not known\\n\",\n \"missing == missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking equality of type with ===\\n\",\n \"missing === missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking type equality with isequal()\\n\",\n \"isequal(missing, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 42,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 42,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Sorting with isless()\\n\",\n \"isless(1, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking on infinity\\n\",\n \"isless(Inf, missing)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create an array of zeros.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int8,2}:\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\"\n ]\n },\n \"execution_count\": 44,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A 3 x 3 array of integer zeros\\n\",\n \"array11 = zeros(Int8, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Here is an array of ones.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A 3 x 3 array of floating point ones\\n\",\n \"array12 = ones(Float16, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Boolean values are also allowed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 BitArray{2}:\\n\",\n \" true true true\\n\",\n \" true true true\\n\",\n \" true true true\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Array of true (bit array) values\\n\",\n \"array13 = trues(3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can even fill an array with a specified value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\"\n ]\n },\n \"execution_count\": 47,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Fill an array with elements of value x\\n\",\n \"array14 = fill(10, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We have already seen that elemnts of different types all inherit the _highest_ type. We can in fact, change the type manually, with the convert function. As elsewhere in Julia, the dot opetaror maps the function to each element of a list.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Convert elements to a different data type\\n\",\n \"convert.(Float16, array14)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can be concatenated.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 49,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Concatenate arrays along rows (makes rows)\\n\",\n \"array15 = [1, 2, 3]\\n\",\n \"array16 = [10, 20, 30]\\n\",\n \"cat(array15, array16, dims = 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Same as above\\n\",\n \"vcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 51,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Concatenate arrays along columns (makes columns)\\n\",\n \"cat(array15, array16, dims = 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Same as above\\n\",\n \"hcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Tuples\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Tuples are immutable collections. Immutable refers to the fact that the values are set and cannot be changed. This type is indicated by the use of parenthesis instead of square brackets.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 57,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(1, 2.0, π = 3.1415926535897..., 4, \\\"Julia\\\")\"\n ]\n },\n \"execution_count\": 57,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Tuples with mixed types\\n\",\n \"tuple1 = (1, 2., π, 4, \\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's check on the values and types of each element.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \" The value of the tuple at index number 1 is 1 and the type is Int64.\\n\",\n \" The value of the tuple at index number 2 is 2.0 and the type is Float64.\\n\",\n \" The value of the tuple at index number 3 is π = 3.1415926535897... and the type is Irrational{:π}.\\n\",\n \" The value of the tuple at index number 4 is 4 and the type is Int64.\\n\",\n \" The value of the tuple at index number 5 is Julia and the type is String.\\n\"\n ]\n }\n ],\n \"source\": [\n \"# For loop to look at value and type of each element\\n\",\n \"for i in 1:length(tuple1)\\n\",\n \" println(\\\" The value of the tuple at index number $(i) is $(tuple1[i]) and the type is $(typeof(tuple1[i])).\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Tuples are useful as each elemnt can be named.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 59,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1\"\n ]\n },\n \"execution_count\": 59,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Each element can be named\\n\",\n \"a, b, c, seven = (1, 3, 5, 7)\\n\",\n \"a\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 60,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"seven\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A range can be used to reverse the order of a tuple.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(\\\"Julia\\\", 4, π = 3.1415926535897..., 2.0, 1)\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Reverse order index (can be done with arrays too)\\n\",\n \"tuple1[end:-1:1]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can be made up of elemnts of different length.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 62,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n \"execution_count\": 62,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Mixed length tuples\\n\",\n \"tuple2 = ((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 63,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(3, 100, 1)\"\n ]\n },\n \"execution_count\": 63,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Element 4\\n\",\n \"tuple2[4]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"100\"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Element 2 in element 4\\n\",\n \"tuple2[4][2]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Dictionaries\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Dictionaries are collection sof key-value pairs.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 65,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => 1\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 65,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Example of a dictionary\\n\",\n \"dictionary1 = Dict(1 => 77, 2 => 66, 3 => 1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"In the example above we have key-values of `1,2,3` and value-values of `77,66,1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 66,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 200\\n\",\n \" 3 => 300\\n\",\n \" 1 => 100\"\n ]\n },\n \"execution_count\": 66,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The => is shorthand for the Pair() function\\n\",\n \"dictionary2 = Dict(Pair(1,100), Pair(2,200), Pair(3,300))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can specify the types used in a dict.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 67,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => \\\"three\\\"\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 67,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Specifying types\\n\",\n \"dictionary3 = Dict{Any, Any}(1 => 77, 2 => 66, 3 => \\\"three\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 2 entries:\\n\",\n \" (2, 3) => \\\"hello\\\"\\n\",\n \" \\\"a\\\" => 1\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# We can get a bit crazy\\n\",\n \"dictionary4 = Dict{Any, Any}(\\\"a\\\" => 1, (2, 3) => \\\"hello\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"It is perhaps more useful to use symbols (colon symbol and a name) as key values. We can then refer to the key-name when we want to inquire about its value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"300\"\n ]\n },\n \"execution_count\": 69,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using symbols as keys\\n\",\n \"dictionary5 = Dict(:A => 300, :B => 305, :C => 309)\\n\",\n \"dictionary5[:A]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can check on the key-value pairs in a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using in() to check on key-value pairs\\n\",\n \"in((:A => 300), dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Change value using the key is easy to perform.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 71,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 3 entries:\\n\",\n \" :A => 300\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 71,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Changing an existing value\\n\",\n \"dictionary5[:C] = 1000\\n\",\n \"dictionary5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `delete!()` function permanently deletes a key-value pair.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 72,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 2 entries:\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 72,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the delete!() function\\n\",\n \"delete!(dictionary5, :A)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can list both the keys and the values in a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.KeySet for a Dict{Symbol,Int64} with 2 entries. Keys:\\n\",\n \" :B\\n\",\n \" :C\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The keys of a dictionary\\n\",\n \"keys(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 74,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.ValueIterator for a Dict{Symbol,Int64} with 2 entries. Values:\\n\",\n \" 305\\n\",\n \" 1000\"\n ]\n },\n \"execution_count\": 74,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"values(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Through the use of iteration, we can get creative in the creation and interrogation of a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Creating a dictionary with automatic keys\\n\",\n \"procedure_vals = [\\\"Appendectomy\\\", \\\"Colectomy\\\", \\\"Cholecystectomy\\\"]\\n\",\n \"procedure_dict = Dict{AbstractString,AbstractString}() # An empty dictionary with types specified\\n\",\n \"for (s, n) in enumerate(procedure_vals)\\n\",\n \" procedure_dict[\\\"x_$(s)\\\"] = n\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 77,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{AbstractString,AbstractString} with 3 entries:\\n\",\n \" \\\"x_1\\\" => \\\"Appendectomy\\\"\\n\",\n \" \\\"x_2\\\" => \\\"Colectomy\\\"\\n\",\n \" \\\"x_3\\\" => \\\"Cholecystectomy\\\"\"\n ]\n },\n \"execution_count\": 77,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"procedure_dict\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 78,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"x_1 is Appendectomy\\n\",\n \"x_2 is Colectomy\\n\",\n \"x_3 is Cholecystectomy\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Iterating through a dictionary by key and value\\n\",\n \"for (k, v) in procedure_dict\\n\",\n \" println(k, \\\" is \\\",v)\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Lastly, we can sort using iteration.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 79,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"a is 1\\n\",\n \"b is 2\\n\",\n \"c is 3\\n\",\n \"d is 4\\n\",\n \"e is 5\\n\",\n \"f is 6\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Sorting\\n\",\n \"dictionary6 = Dict(\\\"a\\\"=> 1,\\\"b\\\"=>2 ,\\\"c\\\"=>3 ,\\\"d\\\"=>4 ,\\\"e\\\"=>5 ,\\\"f\\\"=>6)\\n\",\n \"# Sorting using a for loop\\n\",\n \"for k in sort(collect(keys(dictionary6)))\\n\",\n \" println(\\\"$(k) is $(dictionary6[k])\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.0.3\",\n \"language\": \"julia\",\n \"name\": \"julia-1.0\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.0.3\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": ".ipynb_checkpoints/Week 3_Peer graded quiz on Types-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz for `Types`\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"List the subtypes of the `Real` type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Subtypes of Real\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Create a user-defined type called `MyFloat` with a single field called `x` that is of type `Float64`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a user-defined type called MyFloat with a single field called x of type Float64\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Instantiate the `MyFloat` type with a field values of $ 3 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Instantiate the MyFloat type with a field value of 3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create a user-defined parametrized type called `MyCube` with $ 3 $ fields called `h`, `w`, and `l`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a user-defined parametrized type called MyCube with $ 3 $ fields called h, w, and l.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Instantiate the type `MyCube` with $ 2 $ variables called `cube1` and `cube2`, i.e. `cube1 = MyCube(...`. Pass the field values $ 2 $, $ 3 $, and $ 2 $ to `cube1` and $ 4 $, $ 3 $, and $ 2 $ to `cube2`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create 2 instances of the MyCube type\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Change the `h` field value of `cube1` to $ 3 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Change the h filed value of cube1 to 3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Import the `Base.log` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Import the Base.log function\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Create and external constructor that will specify the `log()` function for an instance of the `MyCube` type as the natural logarithm of the product of the values held in the fields `h`, `w`, and `l`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create and external constructor for the natural logarithm of the volume of an instance of MyCube\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Calculate the `log()` of `cube1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# The natural log of cube1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Overload the methods of the `+()` function to add the individual field values of $ 2 $ instances of the `MyCube` type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Overload the methods of the +() functions for the MyCube type\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 11\\n\",\n \"\\n\",\n \"Add `cube1` and `cube2`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Add cube1 and cube2\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": ".ipynb_checkpoints/Week 4_Peer graded quiz on Gadfly-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz on Gadfly\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### After importing `Gadfly` and `DataFrames`, answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# using Gadfly, DataFrames;\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"Create a DataFrame called `data` with column names `A`, `B`, `C`, and `D`. Each column should have $ 30 $ values.\\n\",\n \"\\n\",\n \"- For column `A` generate $ 30 $ random values in the range $ 1 : 10 $\\n\",\n \"- For column `B` generate $ 30 $ random values in the range $ 1 : 10 $\\n\",\n \"- For column `C` generate $ 30 $ random values from the choices `P` and `Q`\\n\",\n \"- For column `D` generate $ 30 $ random values from the choices `X`, `Y`, and `Z`\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create the DataFrame called data\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Create a scatter plot from columns `A` and `B` using the point geometry.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a scatter plot using the point geometry\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Change the point marker color to `gray` and increase the size to `5px`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Change the point marker color to gray and the size to 5px\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create a (simple) scatter plot using point geometry using values in columns `A` and `B`, but grouped by the unique elements found in column `C`. Leave all other elements at their default values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a scatter plot using point geometry from the values in columns A and B, grouped by column C\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Receate the plot in *Question 4*, but change the point marker size to `10px`, with colors `#AAAAAA` and `#777777`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 4 with point marker size 10px and colors #AAAAAA and #777777\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Create a box plot of the values in column `A` based on the unique values in column `D`. Render the plot in `grey`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a grey box plot of the values in column A based on the unique values in columns D\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Recreate the plot in Question 6. Increase the spacing to `50px` and add the plot title \\\"`My plot`\\\".\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 6 with increased spacing (50px) and add the title My plot\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Recreate the plot in Question 7 but add a `ygroup` based on the unqiue values in column C.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 7 but add a ygroup based on the unique values in column C\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Add a new column called `E` and add $ 30 $ values from the standard normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Add column E with 30 values form the standard normal distribution\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Create a density plot using the values in column `E` and draw a vertical line in `red` with size `2px` though the actual mean of the values in column `E`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a density plot from the values in column E and draw a 2px red vertical line through the actual mean\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": ".ipynb_checkpoints/Week 4_Peer graded quiz on data-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz for data\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Import the following packages and create the DataFrame as indicated.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: Method definition combinations(Any, Integer) in module Base at combinatorics.jl:182 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/combinations.jl:42.\\n\",\n \"WARNING: Method definition permutations(Any) in module Base at combinatorics.jl:219 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:24.\\n\",\n \"WARNING: Method definition partitions(Integer) in module Base at combinatorics.jl:252 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:26.\\n\",\n \"WARNING: Method definition partitions(Integer, Integer) in module Base at combinatorics.jl:318 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:93.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}) in module Base at combinatorics.jl:380 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:158.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}, Int64) in module Base at combinatorics.jl:447 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:228.\\n\",\n \"WARNING: Method definition factorial(#T<:Integer, #T<:Integer) in module Base at combinatorics.jl:56 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:18.\\n\",\n \"WARNING: Method definition factorial(Integer, Integer) in module Base at combinatorics.jl:66 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:28.\\n\",\n \"WARNING: Method definition parity(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:642 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:221.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:92 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:161.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:89 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:157.\\n\",\n \"WARNING: Method definition nthperm!(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:70 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:136.\\n\",\n \"WARNING: Method definition prevprod(Array{Int64, 1}, Any) in module Base at combinatorics.jl:565 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:354.\\n\",\n \"WARNING: Method definition levicivita(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:611 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:188.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using DataFrames, Distributions, HypothesisTests;\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Plots.PlotlyJSBackend()\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots\\n\",\n \"plotlyjs()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: New definition \\n\",\n \" +(AbstractArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:106\\n\",\n \"is ambiguous with: \\n\",\n \" +(DataArrays.DataArray, AbstractArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:276.\\n\",\n \"To fix, define \\n\",\n \" +(DataArrays.DataArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury)\\n\",\n \"before the new definition.\\n\",\n \"WARNING: New definition \\n\",\n \" +(AbstractArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:106\\n\",\n \"is ambiguous with: \\n\",\n \" +(DataArrays.AbstractDataArray, AbstractArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:300.\\n\",\n \"To fix, define \\n\",\n \" +(DataArrays.AbstractDataArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury)\\n\",\n \"before the new definition.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using StatPlots;\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"data = DataFrame(Subject = collect(1:90), Age = rand(18:60, 90), Variable1 = rand(Normal(100, 10), 90),\\n\",\n \"Variable2 = rand(Chisq(5), 90), Variable3 = rand(Exponential(4), 90), Category1 = rand([\\\"X\\\", \\\"R\\\"], 90),\\n\",\n \"Category2 = rand([\\\"I\\\", \\\"II\\\", \\\"III\\\", \\\"IV\\\"], 90),\\n\",\n \"Category3 = rand([\\\"Improved\\\", \\\"Static\\\", \\\"Worsened\\\"], 90));\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"Use the appropriate function from the `DataFrames` to describe the `Variable1` column.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Describe the values in Variable1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Use the appropriate function from the `DataFrames` package to list how many unique values there are in the `Category1` column.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# How many unique value are there in the Category1 column?\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Plot a histogram of the values in `Variable3` using 10 bins.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Histogram of Variable3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create two new DataFrames named `X` and `R` such that each of these sub-DataFrames only have the corresponding data point values in the `Category1` column, i.e. `X = ...`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create three new sub-DataFrames based on the unique values in Category1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Use the `EqualVarianceTTest()` from the `HypothesisTests` package to perform a *t*-test comparing the values in `Variable1` for the null hypothesis stating that there is no difference between the two groups.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# t-Test comparing Variable1 values between groups X and R\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Create a scatter plot for `Variable1` and `Variable2` values grouped by `Category1`. Make the title of the plot *My scatter plot*. The markers should be of opacity $ 0.5 $ and size $ 10 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Scatter plot of Variable1 against Variable2 grouped by Category1 with maker opacity 0.5 and size 10\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Create a sub-DataFrame called `worsened` including only rows indicating `Worsened` in the `Category3` column, i.e. `worsened = ...`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a sub-DataFrame for patients that have worsened according to Category3 values\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Calculate the mean and standard deviation of `Variable1` values for patients who have `Worsened` as computer variables `meanw` and `stdw`, i.e. `meanw = ....`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Mean of Variable1 for patients that have worsened\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Create a plot of the theoretical distribution using the values for `meanw` and `stdw`. State the `label` value as *Distribution* and provide a unique title to you plot.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a theoretical distribution plot with meanw and stdw\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Create a **Plotly** account and sign in. Return to your notebook and upload the image in *Question 10* to the **Plotly** cloud for editing. Save the plot by hitting the *Save* button. Share the link to the plot by copying the *share link* in a Markdown cell.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": []\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": ".ipynb_checkpoints/Week3_Honors1-Types-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Types\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lesson

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Importing the packages for this lesson](#Importing-the-packages-for-this-lesson)\\n\",\n \"- [Outcomes](#Outcomes)\\n\",\n \"- [The type system in Julia](#The-type-system-in-Julia)\\n\",\n \"- [Type creation](#Type-creation)\\n\",\n \"- [Conversion and promotion](#Convertion-and-promotion)\\n\",\n \"- [Parametrizing a type](#Parametrizing-a-type)\\n\",\n \"- [The equality of values](#The-equality-of-values)\\n\",\n \"- [Defining methods for functions that will use user-types](#Defining-methods-for-functions-that-will-use-user-types)\\n\",\n \"- [Constraining field values](#Constraining-field-values)\\n\",\n \"- [More complex parameters](#More-complex-parameters)\\n\",\n \"- [Screen output of a user-defined type](#Screen-output-of-a-user-defined-type)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Introduction

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A computer variable, which is a space in memory, holds values of different types, i.e. integers, floating point values, and strings. In some languages the type of the value to be held inside of a variable must be explicitely declared. These languages are termed *statically typed*. In *dynamically typed* languages nothing is known about the type of the value held inside the variable until runtime. Being able to write code operating on different types is termed *polymorphism*.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia is a dynamically typed language, yet it is possible to declare a type for values as well. Declaring a type allows for code that is clear to understand. As an assertion it can help to confirm that your code is working as expected. It can also allow for faster code execution by providing the compiler with extra information.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcomes

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"After successfully completing this lecture, you will be able to:\\n\",\n \"\\n\",\n \"- Understand the Julia type system\\n\",\n \"- Create your own user-defined types\\n\",\n \"- Parametrize your types\\n\",\n \"- Overload methods for Julia functions so that they can use your types\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"
\\n\",\n \"

The type system in Julia

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia holds a type hierarchy that flows like the branches of a tree. Right at the top we have a type called `Any`. All types are subtypes of this type. Right at the final tip of the branches we have concrete types. They can hold values. Supertypes of these concrete types are called abtsract types and they cannot hold values, i.e. we cannot create an instance of an abstract type.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can use Julia to see if types are subtypes of a supertype.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Is Number a subtype of Any?\\n\",\n \"Number <: Any\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Is Float 64 a subtype of AbstractFloat?\\n\",\n \"Float64 <: AbstractFloat\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"238-element Array{Any,1}:\\n\",\n \" AbstractArray{T,N} \\n\",\n \" AbstractChannel \\n\",\n \" AbstractRNG \\n\",\n \" AbstractString \\n\",\n \" Any \\n\",\n \" Associative{K,V} \\n\",\n \" Base.AbstractCmd \\n\",\n \" Base.AbstractMsg \\n\",\n \" Base.AbstractZipIterator \\n\",\n \" Base.Cartesian.LReplace{S<:AbstractString}\\n\",\n \" Base.Combinations{T} \\n\",\n \" Base.Count{S<:Number} \\n\",\n \" Base.Cycle{I} \\n\",\n \" ⋮ \\n\",\n \" TypeVar \\n\",\n \" Type{T} \\n\",\n \" UniformScaling{T<:Number} \\n\",\n \" Val{T} \\n\",\n \" Vararg{T} \\n\",\n \" VersionNumber \\n\",\n \" Void \\n\",\n \" WeakRef \\n\",\n \" WorkerConfig \\n\",\n \" ZMQ.Context \\n\",\n \" ZMQ.MsgPadding \\n\",\n \" ZMQ.Socket \"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The subtypes of Any\\n\",\n \"subtypes(Any)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"8-element Array{Any,1}:\\n\",\n \" Base.SubstitutionString{T<:AbstractString}\\n\",\n \" DirectIndexString \\n\",\n \" RepString \\n\",\n \" RevString{T<:AbstractString} \\n\",\n \" RopeString \\n\",\n \" SubString{T<:AbstractString} \\n\",\n \" UTF16String \\n\",\n \" UTF8String \"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of AbstractString\\n\",\n \"subtypes(AbstractString)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{Any,1}:\\n\",\n \" Complex{T<:Real}\\n\",\n \" Real \"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Number\\n\",\n \"subtypes(Number)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" AbstractFloat \\n\",\n \" Integer \\n\",\n \" Irrational{sym} \\n\",\n \" Rational{T<:Integer}\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Real\\n\",\n \"subtypes(Real)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" BigFloat\\n\",\n \" Float16 \\n\",\n \" Float32 \\n\",\n \" Float64 \"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of AbstractFloat\\n\",\n \"subtypes(AbstractFloat)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" BigInt \\n\",\n \" Bool \\n\",\n \" Signed \\n\",\n \" Unsigned\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Integer\\n\",\n \"subtypes(Integer)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Any,1}:\\n\",\n \" Int128\\n\",\n \" Int16 \\n\",\n \" Int32 \\n\",\n \" Int64 \\n\",\n \" Int8 \"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Signed\\n\",\n \"subtypes(Signed)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Declaring a type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A type is declared by the double colon, `::`, sign. To the left we place the value (or placeholder for a variable, i.e. a variable name) and to the right the actual type. In the example below we want to express the fact that the value $ 2 + 2 $ is an instance of a 64-bit integer.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"(2 + 2)::Int64\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we typed `(2 + 2)::Float64` we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: TypeError: typeassert: expected Float64, got Int64\\n\",\n \"while loading In[3], in expression starting on line 1\\n\",\n \"```\\n\",\n \"We used the declaration of a type as an assertion, which allowed us to see that there was something wrong with our code. We can imagine a program where the `+()` (or a more complicated user-defined) function is called and we need the arguments to be of a certain type. An error such as the one above can give us information about what went wrong.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Declaring a type of a local variable (inside of a function), we state that the type should always remain the same. This is more like what would happen in a statically typed language. It is really helpful if we want an error to be thrown should the type of a variable be changed by another part of our code. This can lead to type instability. It can really impact the speed of execution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"static_local_variable (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a function with a local variable\\n\",\n \"function static_local_variable()\\n\",\n \" v::Int16 = 42\\n\",\n \" return v\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"42\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling the function\\n\",\n \"static_local_variable()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int16\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking the type of the answer just give\\n\",\n \"typeof(ans)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Remember that `v` is local to the function. If we try and look at it value by typing `v`, we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: UndefVarError: v not defined\\n\",\n \"while loading In[7], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now that we know something about declaring a type, let's look at creating our own types.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Type creation

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As mentioned, we can create our own types. Consider a Cartesian coordinate system along two perpendicular axes, say $ x $ and $ y $. A vector in the plane can be represented as a type. The keyword we use to create a type is `type`. If we want instances of our type to be immutable, we use the keyword `immutable`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Creating a concrete type called Vector_2D\\n\",\n \"type Vector_2D\\n\",\n \" x::Float64 # x is a fieldname of the type and has an optional type\\n\",\n \" y::Float64 # y is a fieldname of the type and has an optional type\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This is actually a composite type, since we have fields. For a type that is non-composite we can imagine a simple wrapper around an already defined type, such as we do below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# A non-composite type\\n\",\n \"type NonComposite\\n\",\n \" x::Float64\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"NonComposite(42.0)\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"my_non_composite = NonComposite(42)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"NonComposite\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Type\\n\",\n \"typeof(ans)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Back to the more exciting composite types. We can now instantiate the concrete type `Vector_2D`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(2.0,2.0)\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1 = Vector_2D(2, 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The type of vector_1\\n\",\n \"typeof(vector_1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Notice how we get floating point values even though we gave two integer values. The `convert()` functions was created to change allowable values to 64-bit floating point values.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Also notice that it looks like we called a function when we typed `Vector_2D(2, 2)`. When we define a type, constructors are created. They allow us to create an instance of that type (sometimes referred to as an *object* of that type).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As with functions, we can access the methods that were created with the type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" call(::Type{Vector_2D}, x::Float64, y::Float64) at In[15]:3\\n\",\n \" call(::Type{Vector_2D}, x, y) at In[15]:3 \\n\",\n \" call{T}(::Type{T}, arg) at essentials.jl:56 \\n\",\n \" call{T}(::Type{T}, args...) at essentials.jl:57 \"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(Vector_2D)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can also access the fieldnames and their values. They are mutable, i.e. we can pass new values to them.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{Symbol,1}:\\n\",\n \" :x\\n\",\n \" :y\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The available names (fields, fieldnames)\\n\",\n \"# Note that they are of type Symbol\\n\",\n \"fieldnames(Vector_2D)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Getting the value of the :x field\\n\",\n \"vector_1.x\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Alternative syntax using the field's symbol representation\\n\",\n \"getfield(vector_1, :x)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Another alternative notation using the index number of the fields\\n\",\n \"getfield(vector_1, 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3.0\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1.x = 3\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(3.0,2.0)\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Another way to pass a value to a fieldname in a type is the `setfield()` function. We have to use the correct type for the value. If we use an integer such as `setfield!(vector_1, :x, 4)` we would get the follwoing error:\\n\",\n \"```\\n\",\n \"LoadError: TypeError: setfield!: expected Float64, got Int64\\n\",\n \"while loading In[25], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Now we have to use a floating point value\\n\",\n \"setfield!(vector_1, :x, 4.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(4.0,2.0)\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# vector_1 has been changed\\n\",\n \"vector_1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Convertion and promotion

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Before we go any further, we must have a look behind the scenes. Above we saw that an integer was converted to a floating point value as specified for the fields of our new type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10.0\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the convert function\\n\",\n \"convert(Float64, 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If precision is lost, convertion will result in an error. For instance, `convert(Int16, 10.1)` will return:\\n\",\n \"```\\n\",\n \"adError: InexactError()\\n\",\n \"while loading In[20], in expression starting on line 1\\n\",\n \"```\\n\",\n \"Using `convert(Int16, 10.0)` will return a value of $ 10 $, though.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia has a type promotion system that will try to incorporate values into a single type. If we pass an integer and a floating point value, the integer will be promoted to a floating point value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(10.0,10.0)\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"promote(10, 10.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int64\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Float64\"\n ]\n },\n \"execution_count\": 33,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(10.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This promotion to a common type lifts the lid on multiple dispatch when a function is called with unspecified argument types (i.e. `Any`).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Parametrizing a type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When creating a user type, we need not specify the type explicitely. We could use a parameter. Have a look at the example below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"type Vector_3D{T}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We use $ T $ as a parameter placeholder. When we instantiate the type we can use any appropriate type, as long as all the fields values are of the same type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_3D{Int64}(10,12,8)\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using 64 bit integers\\n\",\n \"vector_2 = Vector_3D(10, 12, 8)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we were to execute `vector_2 = Vector_3D(10.1, 10, 8)`, we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{Vector_3D{T}}, ::Float64, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor Vector_3D{T}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" Vector_3D{T}(::T, !Matched::T, !Matched::T)\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[28], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can constrain the parametric type. Below we allow all subtypes of of the abstract type `Real`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type Vector_3D_Real{T <: Real}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As an aside, we cannot redefine a type. If we would use:\\n\",\n \"```\\n\",\n \"type Vector_3D{T}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\\n\",\n \"```\\n\",\n \"we would get the error:\\n\",\n \"```\\n\",\n \"LoadError: invalid redefinition of constant Vector_3D\\n\",\n \"while loading In[98], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_3D_Real{Int64}(3,3,3)\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a new instance\\n\",\n \"vector_3 = Vector_3D_Real(3, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

The equality of values

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When are two values equal? We use a double equal sign to return a Boolean value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the functional notation\\n\",\n \"==(5, 5.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Numbers are immutable and are compared at the bit level. This includes their types. We can use the `===` sign or the `is()` function to check for equality.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"is(5, 5.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Where does this leave our user-defined types? We will see below that the address in memory is checked when dealing with more complex objects such as our user-defined, composite types.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(1.0,1.0)\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_a = Vector_2D(1.0, 1.0)\\n\",\n \"vector_b = Vector_2D(1.0, 1.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"is(vector_a, vector_b)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Defining methods for functions that will use user-types

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The summation function, `+()` has methods for adding different types. What if we want to add two instances of our `Vector_2D` user-type? If we were to add `vector_a` to `vector_b` we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `+` has no method matching +(::Vector_2D, ::Vector_2D)\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"171 methods for generic function +:\"\n ],\n \"text/plain\": [\n \"# 171 methods for generic function \\\"+\\\":\\n\",\n \"+(x::Bool) at bool.jl:33\\n\",\n \"+(x::Bool, y::Bool) at bool.jl:36\\n\",\n \"+(y::AbstractFloat, x::Bool) at bool.jl:46\\n\",\n \"+(x::Int64, y::Int64) at int.jl:8\\n\",\n \"+(x::Int8, y::Int8) at int.jl:16\\n\",\n \"+(x::UInt8, y::UInt8) at int.jl:16\\n\",\n \"+(x::Int16, y::Int16) at int.jl:16\\n\",\n \"+(x::UInt16, y::UInt16) at int.jl:16\\n\",\n \"+(x::Int32, y::Int32) at int.jl:16\\n\",\n \"+(x::UInt32, y::UInt32) at int.jl:16\\n\",\n \"+(x::UInt64, y::UInt64) at int.jl:16\\n\",\n \"+(x::Int128, y::Int128) at int.jl:16\\n\",\n \"+(x::UInt128, y::UInt128) at int.jl:16\\n\",\n \"+(x::Integer, y::Ptr{T}) at pointer.jl:77\\n\",\n \"+(x::Float32, y::Float32) at float.jl:207\\n\",\n \"+(x::Float64, y::Float64) at float.jl:208\\n\",\n \"+(z::Complex{T<:Real}, w::Complex{T<:Real}) at complex.jl:111\\n\",\n \"+(x::Bool, z::Complex{Bool}) at complex.jl:118\\n\",\n \"+(z::Complex{Bool}, x::Bool) at complex.jl:119\\n\",\n \"+(x::Bool, z::Complex{T<:Real}) at complex.jl:125\\n\",\n \"+(z::Complex{T<:Real}, x::Bool) at complex.jl:126\\n\",\n \"+(x::Real, z::Complex{Bool}) at complex.jl:132\\n\",\n \"+(z::Complex{Bool}, x::Real) at complex.jl:133\\n\",\n \"+(x::Real, z::Complex{T<:Real}) at complex.jl:144\\n\",\n \"+(z::Complex{T<:Real}, x::Real) at complex.jl:145\\n\",\n \"+(x::Rational{T<:Integer}, y::Rational{T<:Integer}) at rational.jl:179\\n\",\n \"+(x::Bool, A::AbstractArray{Bool,N}) at arraymath.jl:136\\n\",\n \"+(x::Integer, y::Char) at char.jl:43\\n\",\n \"+(a::Float16, b::Float16) at float16.jl:136\\n\",\n \"+(x::BigInt, y::BigInt) at gmp.jl:256\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt) at gmp.jl:279\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt, d::BigInt) at gmp.jl:285\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt, d::BigInt, e::BigInt) at gmp.jl:292\\n\",\n \"+(x::BigInt, c::Union{UInt16,UInt32,UInt64,UInt8}) at gmp.jl:304\\n\",\n \"+(c::Union{UInt16,UInt32,UInt64,UInt8}, x::BigInt) at gmp.jl:308\\n\",\n \"+(x::BigInt, c::Union{Int16,Int32,Int64,Int8}) at gmp.jl:320\\n\",\n \"+(c::Union{Int16,Int32,Int64,Int8}, x::BigInt) at gmp.jl:321\\n\",\n \"+(x::BigFloat, y::BigFloat) at mpfr.jl:208\\n\",\n \"+(x::BigFloat, c::Union{UInt16,UInt32,UInt64,UInt8}) at mpfr.jl:215\\n\",\n \"+(c::Union{UInt16,UInt32,UInt64,UInt8}, x::BigFloat) at mpfr.jl:219\\n\",\n \"+(x::BigFloat, c::Union{Int16,Int32,Int64,Int8}) at mpfr.jl:223\\n\",\n \"+(c::Union{Int16,Int32,Int64,Int8}, x::BigFloat) at mpfr.jl:227\\n\",\n \"+(x::BigFloat, c::Union{Float16,Float32,Float64}) at mpfr.jl:231\\n\",\n \"+(c::Union{Float16,Float32,Float64}, x::BigFloat) at mpfr.jl:235\\n\",\n \"+(x::BigFloat, c::BigInt) at mpfr.jl:239\\n\",\n \"+(c::BigInt, x::BigFloat) at mpfr.jl:243\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat) at mpfr.jl:379\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat, d::BigFloat) at mpfr.jl:385\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat, d::BigFloat, e::BigFloat) at mpfr.jl:392\\n\",\n \"+(x::Irrational{sym}, y::Irrational{sym}) at irrationals.jl:72\\n\",\n \"+(x::Number) at operators.jl:73\\n\",\n \"+{T<:Number}(x::T<:Number, y::T<:Number) at promotion.jl:211\\n\",\n \"+{T<:AbstractFloat}(x::Bool, y::T<:AbstractFloat) at bool.jl:43\\n\",\n \"+(x::Number, y::Number) at promotion.jl:167\\n\",\n \"+(r1::OrdinalRange{T,S}, r2::OrdinalRange{T,S}) at operators.jl:330\\n\",\n \"+{T<:AbstractFloat}(r1::FloatRange{T<:AbstractFloat}, r2::FloatRange{T<:AbstractFloat}) at operators.jl:337\\n\",\n \"+{T<:AbstractFloat}(r1::LinSpace{T<:AbstractFloat}, r2::LinSpace{T<:AbstractFloat}) at operators.jl:356\\n\",\n \"+(r1::Union{FloatRange{T<:AbstractFloat},LinSpace{T<:AbstractFloat},OrdinalRange{T,S}}, r2::Union{FloatRange{T<:AbstractFloat},LinSpace{T<:AbstractFloat},OrdinalRange{T,S}}) at operators.jl:369\\n\",\n \"+(x::Ptr{T}, y::Integer) at pointer.jl:75\\n\",\n \"+{S,T}(A::Range{S}, B::Range{T}) at arraymath.jl:69\\n\",\n \"+{S,T}(A::Range{S}, B::AbstractArray{T,N}) at arraymath.jl:87\\n\",\n \"+(A::BitArray{N}, B::BitArray{N}) at bitarray.jl:859\\n\",\n \"+{T}(B::BitArray{2}, J::UniformScaling{T}) at linalg/uniformscaling.jl:28\\n\",\n \"+(A::Array{T,2}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::Bidiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::Tridiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::SymTridiagonal{T}) at linalg/special.jl:131\\n\",\n \"+(A::Array{T,2}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Array{T,N}, B::SparseMatrixCSC{Tv,Ti<:Integer}) at sparse/sparsematrix.jl:1019\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:221\\n\",\n \"+(A::AbstractArray{Bool,N}, x::Bool) at arraymath.jl:135\\n\",\n \"+(A::Union{DenseArray{Bool,N},SubArray{Bool,N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, B::Union{DenseArray{Bool,N},SubArray{Bool,N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at arraymath.jl:166\\n\",\n \"+(A::SymTridiagonal{T}, B::SymTridiagonal{T}) at linalg/tridiag.jl:84\\n\",\n \"+(A::Tridiagonal{T}, B::Tridiagonal{T}) at linalg/tridiag.jl:404\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:347\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:348\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:349\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:350\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:351\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:352\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:353\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:354\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:355\\n\",\n \"+(Da::Diagonal{T}, Db::Diagonal{T}) at linalg/diagonal.jl:86\\n\",\n \"+(A::Bidiagonal{T}, B::Bidiagonal{T}) at linalg/bidiag.jl:176\\n\",\n \"+(UL::UpperTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:45\\n\",\n \"+(UL::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:48\\n\",\n \"+(UL::LowerTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:45\\n\",\n \"+(UL::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:48\\n\",\n \"+(A::Diagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Bidiagonal{T}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Diagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Diagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::Bidiagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Bidiagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::SymTridiagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:130\\n\",\n \"+(A::Tridiagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:131\\n\",\n \"+(A::SymTridiagonal{T}, B::Array{T,2}) at linalg/special.jl:130\\n\",\n \"+(A::Diagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:139\\n\",\n \"+(A::SymTridiagonal{T}, B::Diagonal{T}) at linalg/special.jl:140\\n\",\n \"+(A::Bidiagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:139\\n\",\n \"+(A::SymTridiagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:140\\n\",\n \"+(A::Diagonal{T}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::SymTridiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::SymTridiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Tridiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::Tridiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Bidiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::Bidiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Array{T,2}) at linalg/special.jl:158\\n\",\n \"+{Tv1,Ti1,Tv2,Ti2}(A_1::SparseMatrixCSC{Tv1,Ti1}, A_2::SparseMatrixCSC{Tv2,Ti2}) at sparse/sparsematrix.jl:1005\\n\",\n \"+(A::SparseMatrixCSC{Tv,Ti<:Integer}, B::Array{T,N}) at sparse/sparsematrix.jl:1017\\n\",\n \"+(A::SparseMatrixCSC{Tv,Ti<:Integer}, J::UniformScaling{T<:Number}) at sparse/sparsematrix.jl:3030\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(Y::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/periods.jl:235\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(X::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, Y::Union{DenseArray{Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:236\\n\",\n \"+{T<:Base.Dates.TimeType,P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, y::T<:Base.Dates.TimeType) at dates/arithmetic.jl:83\\n\",\n \"+{T<:Base.Dates.TimeType}(r::Range{T<:Base.Dates.TimeType}, x::Base.Dates.Period) at dates/ranges.jl:39\\n\",\n \"+{T<:Number}(x::AbstractArray{T<:Number,N}) at abstractarraymath.jl:49\\n\",\n \"+{S,T}(A::AbstractArray{S,N}, B::Range{T}) at arraymath.jl:78\\n\",\n \"+{S,T}(A::AbstractArray{S,N}, B::AbstractArray{T,N}) at arraymath.jl:96\\n\",\n \"+(A::AbstractArray{T,N}, x::Number) at arraymath.jl:139\\n\",\n \"+(x::Number, A::AbstractArray{T,N}) at arraymath.jl:140\\n\",\n \"+(x::Char, y::Integer) at char.jl:42\\n\",\n \"+{N}(index1::CartesianIndex{N}, index2::CartesianIndex{N}) at multidimensional.jl:42\\n\",\n \"+(J1::UniformScaling{T<:Number}, J2::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:27\\n\",\n \"+(J::UniformScaling{T<:Number}, B::BitArray{2}) at linalg/uniformscaling.jl:29\\n\",\n \"+(J::UniformScaling{T<:Number}, A::AbstractArray{T,2}) at linalg/uniformscaling.jl:30\\n\",\n \"+(J::UniformScaling{T<:Number}, x::Number) at linalg/uniformscaling.jl:31\\n\",\n \"+(x::Number, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:32\\n\",\n \"+{TA,TJ}(A::AbstractArray{TA,2}, J::UniformScaling{TJ}) at linalg/uniformscaling.jl:92\\n\",\n \"+{T}(a::Base.Pkg.Resolve.VersionWeights.HierarchicalValue{T}, b::Base.Pkg.Resolve.VersionWeights.HierarchicalValue{T}) at pkg/resolve/versionweight.jl:23\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VWPreBuildItem, b::Base.Pkg.Resolve.VersionWeights.VWPreBuildItem) at pkg/resolve/versionweight.jl:85\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VWPreBuild, b::Base.Pkg.Resolve.VersionWeights.VWPreBuild) at pkg/resolve/versionweight.jl:131\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VersionWeight, b::Base.Pkg.Resolve.VersionWeights.VersionWeight) at pkg/resolve/versionweight.jl:185\\n\",\n \"+(a::Base.Pkg.Resolve.MaxSum.FieldValues.FieldValue, b::Base.Pkg.Resolve.MaxSum.FieldValues.FieldValue) at pkg/resolve/fieldvalue.jl:44\\n\",\n \"+{P<:Base.Dates.Period}(x::P<:Base.Dates.Period, y::P<:Base.Dates.Period) at dates/periods.jl:62\\n\",\n \"+(x::Base.Dates.Period, y::Base.Dates.Period) at dates/periods.jl:209\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.Period) at dates/periods.jl:210\\n\",\n \"+(y::Base.Dates.Period, x::Base.Dates.CompoundPeriod) at dates/periods.jl:211\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.CompoundPeriod) at dates/periods.jl:212\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.TimeType) at dates/periods.jl:257\\n\",\n \"+(y::Base.Dates.Period, x::Base.Dates.TimeType) at dates/arithmetic.jl:66\\n\",\n \"+{T<:Base.Dates.TimeType}(x::Base.Dates.Period, r::Range{T<:Base.Dates.TimeType}) at dates/ranges.jl:40\\n\",\n \"+(x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/periods.jl:220\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}, Y::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:234\\n\",\n \"+(dt::DateTime, y::Base.Dates.Year) at dates/arithmetic.jl:13\\n\",\n \"+(dt::Date, y::Base.Dates.Year) at dates/arithmetic.jl:17\\n\",\n \"+(dt::DateTime, z::Base.Dates.Month) at dates/arithmetic.jl:37\\n\",\n \"+(dt::Date, z::Base.Dates.Month) at dates/arithmetic.jl:43\\n\",\n \"+(x::Date, y::Base.Dates.Week) at dates/arithmetic.jl:60\\n\",\n \"+(x::Date, y::Base.Dates.Day) at dates/arithmetic.jl:62\\n\",\n \"+(x::DateTime, y::Base.Dates.Period) at dates/arithmetic.jl:64\\n\",\n \"+(x::Base.Dates.TimeType) at dates/arithmetic.jl:8\\n\",\n \"+(a::Base.Dates.TimeType, b::Base.Dates.Period, c::Base.Dates.Period) at dates/periods.jl:246\\n\",\n \"+(a::Base.Dates.TimeType, b::Base.Dates.Period, c::Base.Dates.Period, d::Base.Dates.Period...) at dates/periods.jl:248\\n\",\n \"+(x::Base.Dates.TimeType, y::Base.Dates.CompoundPeriod) at dates/periods.jl:252\\n\",\n \"+(x::Base.Dates.Instant) at dates/arithmetic.jl:4\\n\",\n \"+{T<:Base.Dates.TimeType}(x::AbstractArray{T<:Base.Dates.TimeType,N}, y::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/arithmetic.jl:76\\n\",\n \"+{T<:Base.Dates.TimeType}(y::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}, x::AbstractArray{T<:Base.Dates.TimeType,N}) at dates/arithmetic.jl:77\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(y::Base.Dates.TimeType, x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/arithmetic.jl:84\\n\",\n \"+(a, b, c, xs...) at operators.jl:103\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Base methods for the +() function\\n\",\n \"methods(+)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We have to create a method.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.+\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 172 methods)\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+(u::Vector_2D, v::Vector_2D) = Vector_2D(u.x + v.x, u.y + v.y)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(2.0,2.0)\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+(vector_a, vector_b)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Constraining field values

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can well imagine needing to constain the values that a type can hold. Below we create the Bloodpressure type with two fields that hold integer values. They cannot be negative and the systolic blood pressure must be higher than the diastolic blood pressure. We solve this problem by creating an inner constructor.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressure\\n\",\n \" # Don't leave as Any\\n\",\n \" systolic::Int16\\n\",\n \" diastolic::Int16\\n\",\n \" function BloodPressure(s, d)\\n\",\n \" # Using short-circuit evaluations && and ||\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" isa(s, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" isa(d, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressure(120,80)\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_1 = BloodPressure(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(-1, 90)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Negative pressures are not allowed!\\n\",\n \"while loading In[32], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(80, 120)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: The systolic blood pressure must be higher than the diastolic blood pressure\\n\",\n \"while loading In[56], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(120.0, 80)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Only integer values allowed!\\n\",\n \"while loading In[95], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Beware. Using inner constructors with parametrized types can lead to problems.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressureParametrized{T <: Real}\\n\",\n \" # Don't leave as Any\\n\",\n \" systolic::T\\n\",\n \" diastolic::T\\n\",\n \" function BloodPressureParametrized(s, d)\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" isa(s, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" isa(d, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_3 = BloodPressureParametrized(120, 80)` will result in the error;\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{BloodPressureParametrized{T<:Real}}, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor BloodPressureParametrized{T<:Real}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[102], in expression starting on line 1\\n\",\n \"\\n\",\n \" in call at essentials.jl:57\\n\",\n \" ```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now we have to specify the type during the instantiation.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrized{Int64}(120,80)\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_3 = BloodPressureParametrized{Int}(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressureParametrizedFixed{T <: Real}\\n\",\n \" systolic::T\\n\",\n \" diastolic::T\\n\",\n \" function BloodPressureParametrizedFixed(s, d)\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can fix this by the assignment below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{T<:Real}\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A bit of an effort\\n\",\n \"BloodPressureParametrizedFixed{T}(systolic::T, diastolic::T) = BloodPressureParametrizedFixed{T}(systolic, diastolic)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 53,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{Int64}(120,80)\"\n ]\n },\n \"execution_count\": 53,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_4 = BloodPressureParametrizedFixed(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can get way more specific. In the code below we tell Julia that if we pass integers to the type, they should be expressed as floating point values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 54,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{T<:Real}\"\n ]\n },\n \"execution_count\": 54,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"BloodPressureParametrizedFixed{T <: Int}(systolic::T, diastolic::T) = BloodPressureParametrizedFixed{Float64}(systolic, diastolic)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 55,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{Float64}(120.0,80.0)\"\n ]\n },\n \"execution_count\": 55,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_5 = BloodPressureParametrizedFixed(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

More complex parameters

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Up until now we have constrained ourselves to a single parameter. It is possible, though, to create more than one. Below we create a type called `Relook`. It has one fieldname called `duration`, which must be of subtype, `Real`. There is also a second parameter.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 56,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type Relook{N, T<:Real}\\n\",\n \" duration::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 = Relook(3, 60)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{Relook{N,T}}, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor Relook{N,T}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[175], in expression starting on line 1\\n\",\n \"\\n\",\n \" in call at essentials.jl:57\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 57,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(60)\"\n ]\n },\n \"execution_count\": 57,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# We have to specify the type of the second parameter\\n\",\n \"patient_1 = Relook{4, Int16}(60)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"60\"\n ]\n },\n \"execution_count\": 58,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_1.duration\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We now want to add only objects (instances) with the same value in the first parameter.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 59,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 173 methods)\"\n ]\n },\n \"execution_count\": 59,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N, T}(u::Relook{N, T}, v::Relook{N, T}) = Relook{N, T}(u.duration + v.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(70)\"\n ]\n },\n \"execution_count\": 60,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_2 = Relook{4, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(130)\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_1 + patient_2\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 62,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{3,Int16}(70)\"\n ]\n },\n \"execution_count\": 62,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_3 = Relook{3, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_3` will now result in the error:\\n\",\n \"```LoadError: MethodError: `+` has no method matching +(::Relook{4,Int16}, ::Relook{3,Int16})\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \" +{N,T}(::Relook{N,T}, !Matched::Relook{N,T})\\n\",\n \"while loading In[191], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 63,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4.0,Int16}(70)\"\n ]\n },\n \"execution_count\": 63,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_4 = Relook{4.0, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_4` will also result in an error, because the types of `N` do not match. The error would be:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `+` has no method matching +(::Relook{4,Int16}, ::Relook{4.0,Int16})\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \" +{N,T}(::Relook{N,T}, !Matched::Relook{N,T})\\n\",\n \" +{N,T1,T2}(::Relook{N,T1}, !Matched::Relook{N,T2})\\n\",\n \"while loading In[210], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we fix the fieldname type mismatch.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 174 methods)\"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N, T1, T2}(u::Relook{N, T1}, v::Relook{N, T2}) = Relook{N, promote_type(T1, T2)}(u.duration + v.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 65,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Float64}(60.0)\"\n ]\n },\n \"execution_count\": 65,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_5 = Relook{4, Float64}(60)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 66,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Float64}(120.0)\"\n ]\n },\n \"execution_count\": 66,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# N = 4 for both patient_1 and patient_5\\n\",\n \"# T for patient_1 is Int16 and T for patient_2 is Float64\\n\",\n \"patient_1 + patient_5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we want to throw an error if the number of relooks are not equal when trying to add to obejcts of the `Relook` type, we can do the following.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 67,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 175 methods)\"\n ]\n },\n \"execution_count\": 67,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N1, N2, T}(u::Relook{N1, T}, v::Relook{N2, T}) = \\n\",\n \"throw(ArgumentError(\\\"Cannot add durations when the number of relooks do not match.\\\"))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_3` will now result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Cannot add durations when the number of relooks do not match.\\n\",\n \"while loading In[237], in expression starting on line 1\\n\",\n \"\\n\",\n \" in + at In[236]:1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"What about calculating the natural logarithm of the duration of a `Relook` object? We could just specify the field name.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0943445622221\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(patient_1.duration)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Better still, we could specify wat the `log` function actually does with a `Relook` object.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.log\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"log (generic function with 20 methods)\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(u::Relook) = log(u.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 71,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0943445622221\"\n ]\n },\n \"execution_count\": 71,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(patient_1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can specify a `convert` method that will convert all our `Relook` objects to numerical values which we can pass to Julia functions.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 72,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.convert\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"convert (generic function with 538 methods)\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The float() function tries to convert a value to a floating point value\\n\",\n \"convert(::Type{AbstractFloat}, u::Relook) = float(u.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 74,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.7781512503836436\"\n ]\n },\n \"execution_count\": 74,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Covreting our Relook object and passing it to log10()\\n\",\n \"log10(convert(AbstractFloat, patient_1))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Screen output of a user-defined type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create some meaning to our types by the way an object of the type is represented on the screen. Above we just saw two values we instantiation our type `Relook`. Let's change that a bit by overloading the `show` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 75,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.show\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"show (generic function with 107 methods)\"\n ]\n },\n \"execution_count\": 76,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"show{N, T}(io::IO, u::Relook{N, T}) = print(io, \\\"Patient with \\\", N, \\\" relook procedures totalling \\\", u.duration,\\n\",\n \"\\\" minutes.\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 77,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Patient with 4 relook procedures totalling 60 minutes.\"\n ]\n },\n \"execution_count\": 77,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_6 = Relook{4, Int16}(60)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": ".ipynb_checkpoints/Week4_4Data-checkpoint.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Data\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lesson

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Importing the packages for this lesson](#Importing-the-packages-for-this-lesson)\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [The standard normal distribution](#The-standard-normal-distribution)\\n\",\n \"- [Using the Distributions package](#Using-the-Distributions-package)\\n\",\n \"- [Comparing samples](#Comparing-samples)\\n\",\n \"- [Plotly](#Plotly)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Introduction

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Data is everywhere and working with data is very important in scientific computing. Data point values come in patterns, called distributions. Whether you are modelling, getting data from a research project, or simply want ot manufactor some data, Julia is the place to go.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We know about the `rand()` and `randn()` functions, but by using the `Distributions` package we can do much, much more.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Importing the packages for this lesson

\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"using Distributions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"You should have the `PlotlyJS` package installed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Plots.PlotlyJSBackend()\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots\\n\",\n \"plotlyjs()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: New definition \\n\",\n \" +(AbstractArray, DataArrays.DataArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:276\\n\",\n \"is ambiguous with: \\n\",\n \" +(WoodburyMatrices.SymWoodbury, AbstractArray{T<:Any, 2}) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:107.\\n\",\n \"To fix, define \\n\",\n \" +(WoodburyMatrices.SymWoodbury, DataArrays.DataArray{T<:Any, 2})\\n\",\n \"before the new definition.\\n\",\n \"WARNING: New definition \\n\",\n \" +(AbstractArray, DataArrays.AbstractDataArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:300\\n\",\n \"is ambiguous with: \\n\",\n \" +(WoodburyMatrices.SymWoodbury, AbstractArray{T<:Any, 2}) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:107.\\n\",\n \"To fix, define \\n\",\n \" +(WoodburyMatrices.SymWoodbury, DataArrays.AbstractDataArray{T<:Any, 2})\\n\",\n \"before the new definition.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using StatPlots\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: Method definition combinations(Any, Integer) in module Base at combinatorics.jl:182 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/combinations.jl:42.\\n\",\n \"WARNING: Method definition permutations(Any) in module Base at combinatorics.jl:219 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:24.\\n\",\n \"WARNING: Method definition partitions(Integer) in module Base at combinatorics.jl:252 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:26.\\n\",\n \"WARNING: Method definition partitions(Integer, Integer) in module Base at combinatorics.jl:318 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:93.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}) in module Base at combinatorics.jl:380 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:158.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}, Int64) in module Base at combinatorics.jl:447 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:228.\\n\",\n \"WARNING: Method definition factorial(#T<:Integer, #T<:Integer) in module Base at combinatorics.jl:56 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:18.\\n\",\n \"WARNING: Method definition factorial(Integer, Integer) in module Base at combinatorics.jl:66 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:28.\\n\",\n \"WARNING: Method definition parity(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:642 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:221.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:92 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:161.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:89 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:157.\\n\",\n \"WARNING: Method definition nthperm!(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:70 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:136.\\n\",\n \"WARNING: Method definition prevprod(Array{Int64, 1}, Any) in module Base at combinatorics.jl:565 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:354.\\n\",\n \"WARNING: Method definition levicivita(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:611 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:188.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using HypothesisTests\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"using DataFrames\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"INFO: Precompiling module GLM...\\n\"\n ]\n }\n ],\n \"source\": [\n \"using GLM\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"After successfully completing this lecture, you will be able to:\\n\",\n \"\\n\",\n \"- Understand and plot the standard normal distribution\\n\",\n \"- Create a variety of random value from different distributions using the `Distributions` package\\n\",\n \"- Plot some of the distributions in the `Distributions` package\\n\",\n \"- Create your own data using a distribution and its parameters\\n\",\n \"- Use the online plotting library `Plotly`\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

The standard normal distribution

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The Julie function `rand()` allows us to return an array of randomly selected values. The values come from a specific distribution, namely the **standard normal** distribution. The majority of values cluster around the mean of $ 0 $ and a standard deviation of $ 1 $. Let's get $ 1000 $ such values and attach this array to the variable `norm1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# We will put a semicolon at the end to supress the output\\n\",\n \"norm1 = randn(1000);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can plot this as histogram. In the example below, we will use the keyword argument `bins`. Setting it to $ 10 $ means that between the minimum and maximum value we create $ 10 $ equally sized ranges and count how many values occur in each range.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \" \\n\",\n \"

Plotly javascript loaded.

\\n\",\n \" \"\n ]\n },\n \"metadata\": {},\n \"output_type\": \"display_data\"\n },\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"[Plots.jl] Initializing backend: plotlyjs\\n\"\n ]\n },\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: Keyword argument bar_width not supported with Plots.PlotlyJSBackend(). Choose from: [:annotations,:background_color_legend,:background_color_inside,:background_color_outside,:foreground_color_legend,:foreground_color_guide,:foreground_color_text,:foreground_color_border,:foreground_color_title,:label,:seriescolor,:seriesalpha,:linecolor,:linestyle,:linewidth,:linealpha,:markershape,:markercolor,:markersize,:markeralpha,:markerstrokewidth,:markerstrokecolor,:markerstrokealpha,:markerstrokestyle,:fillrange,:fillcolor,:fillalpha,:bins,:title,:title_location,:titlefont,:window_title,:guide,:lims,:ticks,:scale,:flip,:rotation,:tickfont,:guidefont,:legendfont,:grid,:legend,:colorbar,:marker_z,:levels,:ribbon,:quiver,:orientation,:polar,:normalize,:weights,:hover,:inset_subplots,:color_palette,:background_color,:background_color_subplot,:foreground_color,:foreground_color_subplot,:group,:seriestype,:seriescolor,:seriesalpha,:smooth,:xerror,:yerror,:subplot,:x,:y,:z,:show,:size,:margin,:left_margin,:right_margin,:top_margin,:bottom_margin,:html_output_format,:layout,:link,:primary,:series_annotations,:subplot_index,:discrete_values,:projection,:xforeground_color_guide,:yforeground_color_guide,:zforeground_color_guide,:xforeground_color_text,:yforeground_color_text,:zforeground_color_text,:xforeground_color_border,:yforeground_color_border,:zforeground_color_border,:xguide,:yguide,:zguide,:xlims,:ylims,:zlims,:xticks,:yticks,:zticks,:xscale,:yscale,:zscale,:xflip,:yflip,:zflip,:xrotation,:yrotation,:zrotation,:xtickfont,:ytickfont,:ztickfont,:xguidefont,:yguidefont,:zguidefont,:xlink,:ylink,:zlink,:xdiscrete_values,:ydiscrete_values,:zdiscrete_values]\\n\"\n ]\n },\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Beware the pink text box!!!\\n\",\n \"histogram(norm1, bins = 10, label = \\\"Standard normal distribution\\\",\\n\",\n \"title = \\\"Histogram\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"These values were selected at random. We can check how close we came to a real mean of $ 0 $ and a standard deviation of $ 1 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.06142975618897082\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using mean()\\n\",\n \"mean(norm1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.0148226836233571\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Standard deviation using std()\\n\",\n \"std(norm1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Using the Distributions package

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can ask for random data point values for a variable to be taken from any number of discrete or continuous distributions. This greatly expands on the standard normal distribution provided by the `randn()` function. In this lesson we will concentrate on the continuous random variables and start with the normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### The normal distribution\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `Normal()` function from the Distribution package takes two arguments. The first is the mean and the second is the required standard deviation. We use it in conjunction with the `rand()` function so that we can specifiy how many data point values we want.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreating the standard normal distribution\\n\",\n \"norm2 = rand(Normal(0, 1), 1000);\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Histogram\\n\",\n \"histogram(norm2, bins = 10, label = \\\"Standard normal distribution\\\",\\n\",\n \"title = \\\"Histogram\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Just to belabor the point, we can use `Plots` to show us the theoretical normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(Normal(0, 1), fill = (0.5, :blue), label = \\\"Standard normal distribution\\\",\\n\",\n \"title = \\\"Density\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can also fit some data to a distribution. In the example below we use the `norm1` array and fit it to the standard normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Distributions.Normal{Float64}(μ=0.06142975618897083, σ=1.0143151453652441)\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"fit(Normal, norm1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"We can plot other distributions as well. Here is the $ {\\\\chi}^{2} $ distribution with different degrees of freedom.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(Chisq(3), fill = (0.25, :blue), label = \\\"3 degrees of freedom\\\")\\n\",\n \"plot!(Chisq(5), fill = (0.25, :orange), label = \\\"5 degrees of feedom\\\")\\n\",\n \"plot!(Chisq(10), fill = (0.25, :deepskyblue), label = \\\"10 degrees of freedom\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The exponential distribution with scale parameter $ \\\\theta $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(Exponential(2), fill = (0.25, :blue), label = \\\"Scale parameter 2\\\")\\n\",\n \"plot!(Exponential(4), fill = (0.25, :orange), label = \\\"Scale parameter 4\\\")\\n\",\n \"plot!(Exponential(6), fill = (0.25, :deepskyblue), label = \\\"Scale parameter 6\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Comparing samples

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The reason for the detour to a quick peek into the distributions package, is that we want to create arrays of data point values or elements that are picked at random, each drawn from a specific distribution.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"So, imagine that we compare the results of two sets of experiments or observed outcomes. These can take on many, many form. We have seen data from an Ebola epidemic, but we can consider a lot more. Let's keep it simple and consider the examination results of a particular course. Imagine that we have the results of two consecutive years. Our aim is to learn how to use Julia. So, we don't need actual results. We can simply simulate some results. You can well imagine that these values can be stored as arrays!\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If $ 100 $ students take the examination each year, we can use the `rand()` function to generate random values. As argument, though, we pass a specific distribution. We'll use the normal distribution with a mean and a standard deviation.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"year1 = rand(Normal(67, 10), 100)\\n\",\n \"year2 = rand(Normal(71, 15), 100);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Our aim will be to compare these. The average scored for each year differs. Are they statistically different, though? This is not a course in statistics, but using Julia, we'll see how easy it is to tell us if there is such a difference.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"For now, let's plot the examination results as theoretical distributions.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(Normal(67, 10), fill = (0.5, :orange), label = \\\"Year 1\\\", title = \\\"Boxplot\\\")\\n\",\n \"plot!(Normal(71, 15), fill = (0.5, :blue), label = \\\"Year 2\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can get more statistical information from these two distributions.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(-0.3590249626162794,-0.2712731443968414)\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Skewness\\n\",\n \"skewness(year1), skewness(year2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(-0.24819742119013233,0.5338220842834196)\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Kurtosis\\n\",\n \"kurtosis(year1), kurtosis(year2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now let's compare these two year by way of Student's *t*-test.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Two sample t-test (equal variance)\\n\",\n \"----------------------------------\\n\",\n \"Population details:\\n\",\n \" parameter of interest: Mean difference\\n\",\n \" value under h_0: 0\\n\",\n \" point estimate: -2.111143437856555\\n\",\n \" 95% confidence interval: (-5.708365875161718,1.4860789994486088)\\n\",\n \"\\n\",\n \"Test summary:\\n\",\n \" outcome with 95% confidence: fail to reject h_0\\n\",\n \" two-sided p-value: 0.24852747168272385 (not significant)\\n\",\n \"\\n\",\n \"Details:\\n\",\n \" number of observations: [100,100]\\n\",\n \" t-statistic: -1.1573406510806181\\n\",\n \" degrees of freedom: 198\\n\",\n \" empirical standard error: 1.8241331416859534\\n\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"EqualVarianceTTest(year1, year2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Imagine instead that these were the same students going on from year $ 1 $ to year $ 2 $. We want to know if there is a correlation between the marks in the two years.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"
OneTwo
185.5666525467096262.34881336314274
256.3354278926557276.92087492053813
354.7153393323283473.77501170672417
468.7064369480544596.1885520748975
570.319701388092371.82211615546416
663.7222246413398594.29675767988732
760.1213939831574966.19638903498446
884.8756776793270838.05867614005484
965.2511284400975942.477947831637636
1074.0310280621776483.18937814854877
1161.8068236861685751.232722549194776
1273.8311488790265476.2572915932042
1354.7155893696307473.2831393949963
1482.7661099391178359.03831880561019
1559.6712311870848862.41075977564218
1679.2406667436696466.69557856013982
1752.7601000569922970.05885656118848
1868.9174260989917580.85921272351895
1963.4441763446818778.62803375499023
2056.0793474269225266.59238331500538
2160.3587068015789764.43349092751555
2266.0156423107290479.04270414115932
2365.1995713401942873.09404424212711
2474.4033570205071260.15827854272642
2554.5534715855331273.491947667917
2679.5479459351331474.2862247140128
2775.9278280001510743.65346888612976
2844.1773691105165183.22735004322611
2949.97057770683305577.07272071163887
3074.6593863630781161.87919438910521
⋮⋮⋮
\"\n ],\n \"text/plain\": [\n \"100×2 DataFrames.DataFrame\\n\",\n \"│ Row │ One │ Two │\\n\",\n \"├─────┼─────────┼─────────┤\\n\",\n \"│ 1 │ 85.5667 │ 62.3488 │\\n\",\n \"│ 2 │ 56.3354 │ 76.9209 │\\n\",\n \"│ 3 │ 54.7153 │ 73.775 │\\n\",\n \"│ 4 │ 68.7064 │ 96.1886 │\\n\",\n \"│ 5 │ 70.3197 │ 71.8221 │\\n\",\n \"│ 6 │ 63.7222 │ 94.2968 │\\n\",\n \"│ 7 │ 60.1214 │ 66.1964 │\\n\",\n \"│ 8 │ 84.8757 │ 38.0587 │\\n\",\n \"│ 9 │ 65.2511 │ 42.4779 │\\n\",\n \"│ 10 │ 74.031 │ 83.1894 │\\n\",\n \"│ 11 │ 61.8068 │ 51.2327 │\\n\",\n \"⋮\\n\",\n \"│ 89 │ 85.7863 │ 55.9266 │\\n\",\n \"│ 90 │ 53.2831 │ 57.4449 │\\n\",\n \"│ 91 │ 75.0159 │ 63.5089 │\\n\",\n \"│ 92 │ 68.4065 │ 74.1756 │\\n\",\n \"│ 93 │ 78.0063 │ 70.435 │\\n\",\n \"│ 94 │ 78.9671 │ 49.1502 │\\n\",\n \"│ 95 │ 58.9093 │ 62.8795 │\\n\",\n \"│ 96 │ 71.2858 │ 73.654 │\\n\",\n \"│ 97 │ 64.8244 │ 70.4013 │\\n\",\n \"│ 98 │ 80.1767 │ 103.665 │\\n\",\n \"│ 99 │ 65.5091 │ 68.875 │\\n\",\n \"│ 100 │ 68.6899 │ 87.3212 │\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"data = DataFrame(One = year1, Two = year2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"DataFrames.DataFrameRegressionModel{GLM.GeneralizedLinearModel{GLM.GlmResp{Array{Float64,1},Distributions.Normal{Float64},GLM.IdentityLink},GLM.DensePredChol{Float64,Base.LinAlg.Cholesky{Float64,Array{Float64,2}}}},Float64}\\n\",\n \"\\n\",\n \"Formula: One ~ 1 + Two\\n\",\n \"\\n\",\n \"Coefficients:\\n\",\n \" Estimate Std.Error z value Pr(>|z|)\\n\",\n \"(Intercept) 70.9896 5.32343 13.3353 <1e-39\\n\",\n \"Two -0.0501649 0.0710303 -0.706247 0.4800\\n\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"OLS = glm(One ~ Two, data, Normal(), IdentityLink())\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Plotly\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Plotly is a collabrotaive / social website for plotting. Let's have a look.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \" \\n\",\n \"\\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(Plots.fakedata(50, 5), w = 1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "CCS.csv", "content": 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}, { "path": "Collections.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 86,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Julia Version 1.0.3\\n\",\n \"Commit 099e826241 (2018-12-18 01:34 UTC)\\n\",\n \"Platform Info:\\n\",\n \" OS: Linux (x86_64-pc-linux-gnu)\\n\",\n \" CPU: Intel(R) Xeon(R) CPU E5-2673 v4 @ 2.30GHz\\n\",\n \" WORD_SIZE: 64\\n\",\n \" LIBM: libopenlibm\\n\",\n \" LLVM: libLLVM-6.0.0 (ORCJIT, broadwell)\\n\",\n \"Environment:\\n\",\n \" JULIABOX = true\\n\",\n \" JULIA_PKG_SERVER = https://pkg.juliacomputing.com\\n\",\n \" JULIA = /opt/julia-0.6/bin/julia\\n\",\n \" JULIA_KERNELS = ['julia-0.6', 'julia-1.0', 'julia-1.0k']\\n\",\n \" JULIA_PKG_TOKEN_PATH = /mnt/juliabox/.julia/token.toml\\n\",\n \" JULIABOX_ROLE = \\n\"\n ]\n }\n ],\n \"source\": [\n \"versioninfo()\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# COLLECTIONS\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Collections are groups of elements\\n\",\n \"* Elements are values of different Julia data types\\n\",\n \"* Storing elements in collections is one of the most useful operations in computing\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## I ARRAYS\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Arrays are collections of values separated with commas and placing them inside of square brackets\\n\",\n \"* They are represented in column or in row form\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Array{Int64,1}\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 A column vector\\n\",\n \"array1 = [1, 2, 3]\\n\",\n \"typeof(array1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"array1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Array{Int64,2}\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 A row vector\\n\",\n \"array2 = [1 2 3]\\n\",\n \"typeof(array2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 Array{Int64,2}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"array2\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 LinearAlgebra.Adjoint{Int64,Array{Int64,1}}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 The transpose converts between the two\\n\",\n \"transpose(array1)\\n\",\n \"#The apostrophe is an alternative notation\\n\",\n \"array1'\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 4 Boolean logic (==)\\n\",\n \"transpose(array1) == array1'\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.0\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 5 Data type inheritance\\n\",\n \"# With a mix of types, all the elements inherent the \\\"highest\\\" type\\n\",\n \"array2 = [1, 2, 3.0]\\n\",\n \"#Index for one of the original integers will be Float64\\n\",\n \"array2[1]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 4 7\\n\",\n \" 2 5 8\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 6 Column-wise entry of multidimensional array\\n\",\n \"array3 = [[1, 2, 3] [4, 5, 6] [7, 8, 9]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 4 5 6\\n\",\n \" 7 8 9\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 7 Row-wise entry of multidimensional array\\n\",\n \"array4 = [[1 2 3]; [4 5 6]; [7 8 9]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 8 Length of array\\n\",\n \"length(array3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"length(array4)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 2\\n\",\n \"Element 3 is 3\\n\",\n \"Element 4 is 4\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 6\\n\",\n \"Element 7 is 7\\n\",\n \"Element 8 is 8\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# 9 Index order of column-wise array\\n\",\n \"for i in 1:length(array3)\\n\",\n \" println(\\\"Element $(i) is \\\", array3[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 4\\n\",\n \"Element 3 is 7\\n\",\n \"Element 4 is 2\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 8\\n\",\n \"Element 7 is 3\\n\",\n \"Element 8 is 6\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# 10 Index order of row-wise array\\n\",\n \"for i in 1:length(array4)\\n\",\n \" println(\\\"Element $(i) is \\\", array4[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 11 Using repeat() to repeat elements\\n\",\n \"repeat([1, 2], 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1:1:10\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 12 Using range(start, step, number of elements)\\n\",\n \"range(1, step = 1, length = 10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"StepRange{Int64,Int64}\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(range(1, step = 1, length = 10))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 13 Create collections usin gthe collect() function\\n\",\n \"collect(range(1, step = 1, length = 10))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Short-hand\\n\",\n \"collect(1:10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"UnitRange{Int64}\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(1:10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 2\\n\",\n \" 4\\n\",\n \" 6\\n\",\n \" 8\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Add step size\\n\",\n \"collect(2:2:10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Array{Int64,1}\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(collect(2:2:10))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2×3 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing missing\\n\",\n \" missing missing missing\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 14 Creating empty array with two rows and three columns\\n\",\n \"array5 = Array{Union{Missing, Int}}(missing, 2, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing\\n\",\n \" missing missing\\n\",\n \" missing missing\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 15 Reshaping\\n\",\n \"reshape(array5, 3, 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10×5 Array{Int64,2}:\\n\",\n \" 16 19 19 15 15\\n\",\n \" 16 12 19 10 18\\n\",\n \" 20 18 19 17 13\\n\",\n \" 16 17 20 15 17\\n\",\n \" 13 15 10 14 19\\n\",\n \" 20 15 18 14 18\\n\",\n \" 12 10 13 16 10\\n\",\n \" 20 18 11 18 14\\n\",\n \" 17 19 12 10 14\\n\",\n \" 11 14 10 15 19\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 16 Indexing (slicing)\\n\",\n \"#Random uniform distribution of values in closed domain [10,20]\\n\",\n \"#Shape 10 x 5\\n\",\n \"array6 = rand(10:20, 10, 5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 16\\n\",\n \" 16\\n\",\n \" 20\\n\",\n \" 16\\n\",\n \" 13\\n\",\n \" 20\\n\",\n \" 12\\n\",\n \" 20\\n\",\n \" 17\\n\",\n \" 11\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#All rows in first column\\n\",\n \"array6[:, 1]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Int64,1}:\\n\",\n \" 12\\n\",\n \" 18\\n\",\n \" 17\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Rows two through five of second column\\n\",\n \"array6[2:5, 2]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 16 18\\n\",\n \" 16 17\\n\",\n \" 20 18\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Values in rows 2, 4, 6, and in columns 1 and 5\\n\",\n \"array6[[2, 4, 6], [1, 5]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 19\\n\",\n \" 15\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Values in row 1 from column 3 to the last column\\n\",\n \"array6[1, 3:end]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element BitArray{1}:\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" false\\n\",\n \" true\\n\",\n \" true\\n\",\n \" false\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Boolean logic (returning only true and false)\\n\",\n \"array6[:, 1] .> 12\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 17 Changing element values\\n\",\n \"array7 = [1, 2, 3, 4, 5]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 33,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Permanantly append 10 to end of array\\n\",\n \"push!(array7, 10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\"\n ]\n },\n \"execution_count\": 34,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Remove last element\\n\",\n \"#Only the removed value will be displayed\\n\",\n \"pop!(array7)\\n\",\n \"array7\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 1000\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Change second element value to 1000\\n\",\n \"array7[2] = 1000\\n\",\n \"array7\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 3\\n\",\n \" 6\\n\",\n \" 9\\n\",\n \" 12\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 36,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 18 List comprehension\\n\",\n \"array8 = [3 * i for i in 1:5]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 2 4 6\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Column-wise collection iterating through second element first\\n\",\n \"array9 = [a * b for a in 1:3, b in 1:3]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 4\\n\",\n \" 7\\n\",\n \" 10\\n\",\n \" 13\\n\",\n \" 16\"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 19 Arithmetic on arrays\\n\",\n \"#Elementwise addition of a scalar using dot notation\\n\",\n \"array8 .+ 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 4\\n\",\n \" 1006\\n\",\n \" 12\\n\",\n \" 16\\n\",\n \" 20\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Elementwise addition of similar sized arrays\\n\",\n \"array7 + array8\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* `Missing` is a Julia data type\\n\",\n \"* Provides a placeholder for missing data in a statistical sense\\n\",\n \"* Propagates automatically\\n\",\n \"* Equality as a type can be tested\\n\",\n \"* Sorting is possible since missing is seen as greater than other values\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#20 Missing values\\n\",\n \"#Propagation\\n\",\n \"missing + 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"missing > 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 42,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Union{Missing, Int64},1}:\\n\",\n \" 11 \\n\",\n \" 22 \\n\",\n \" 33 \\n\",\n \" missing\\n\",\n \" 55 \"\n ]\n },\n \"execution_count\": 42,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"[1, 2, 3, missing, 5] + [10, 20, 30, 40 ,50]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Cannot return true or false since value is not known\\n\",\n \"missing == missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 44,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Equality\\n\",\n \"missing === missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"isequal(missing, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Sorting with isless()\\n\",\n \"isless(1, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 47,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"isless(Inf, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int8,2}:\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 21 Array of integer zeros\\n\",\n \"array11 = zeros(Int8, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\"\n ]\n },\n \"execution_count\": 49,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 22 Array of floating point ones\\n\",\n \"array12 = ones(Float16, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 BitArray{2}:\\n\",\n \" true true true\\n\",\n \" true true true\\n\",\n \" true true true\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 23 Array of true (bit array) values\\n\",\n \"array13 = trues(3, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\"\n ]\n },\n \"execution_count\": 51,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 24 Fill an array with n elements of value x\\n\",\n \"array14 = fill(10, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 25 Convert elements to a different data type\\n\",\n \"convert.(Float16, array14)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 53,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\"\n ]\n },\n \"execution_count\": 53,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 26 Concatenation\\n\",\n \"#Concatenate arrays along rows (makes row)\\n\",\n \"array15 = [1, 2, 3]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 54,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 54,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"array16 = [10, 20, 30]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 55,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 55,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"cat(array15, array16, dims = 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 56,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 56,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Same as above\\n\",\n \"vcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 57,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 57,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Concatenate arrays along columns (makes colums)\\n\",\n \"cat(array15, array16, dims = 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 58,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Same as above\\n\",\n \"hcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## II Tuples\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Tuples are immutable collections\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 59,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(1, 2, 3, 4, \\\"Julia\\\")\"\n ]\n },\n \"execution_count\": 59,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Tuples with mixed types\\n\",\n \"tuple1 = (1, 2, 3, 4, \\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \" The value of the tuple at index number 1 is 1 and the type is Int64.\\n\",\n \" The value of the tuple at index number 2 is 2 and the type is Int64.\\n\",\n \" The value of the tuple at index number 3 is 3 and the type is Int64.\\n\",\n \" The value of the tuple at index number 4 is 4 and the type is Int64.\\n\",\n \" The value of the tuple at index number 5 is Julia and the type is String.\\n\"\n ]\n }\n ],\n \"source\": [\n \"#For loop to look at value and type of each element\\n\",\n \"for i in 1:length(tuple1)\\n\",\n \" println(\\\" The value of the tuple at index number $(i) is $(tuple1[i]) and the type is $(typeof(tuple1[i])).\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(1, 3, 5, 7)\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Each element can be named\\n\",\n \"a, b, c, seven = (1, 3, 5, 7)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 62,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1\"\n ]\n },\n \"execution_count\": 62,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"a\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 63,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 63,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"seven\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(\\\"Julia\\\", 4, 3, 2, 1)\"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Reverse order index (can be done with arrays too)\\n\",\n \"tuple1[end:-1:1]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 65,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n \"execution_count\": 65,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 Mixed length tuples\\n\",\n \"tuple2 = ((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 66,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(3, 100, 1)\"\n ]\n },\n \"execution_count\": 66,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Element 4\\n\",\n \"tuple2[4]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 67,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"100\"\n ]\n },\n \"execution_count\": 67,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Element 2 in element 4\\n\",\n \"tuple2[4][2]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## III DICTIONARIES\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Dictionaries are collections of key-value pairs\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => 1\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Example of a dictionary\\n\",\n \"dictionary1 = Dict(1 => 77, 2 => 66, 3 => 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 200\\n\",\n \" 3 => 300\\n\",\n \" 1 => 100\"\n ]\n },\n \"execution_count\": 69,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#The => is shorthand for the Pair() function\\n\",\n \"dictionary2 = Dict(Pair(1,100), Pair(2,200), Pair(3,300))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => \\\"three\\\"\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Specifying types\\n\",\n \"dictionary3 = Dict{Any, Any}(1 => 77, 2 => 66, 3 => \\\"three\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 71,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 2 entries:\\n\",\n \" (2, 3) => \\\"hello\\\"\\n\",\n \" \\\"a\\\" => 1\"\n ]\n },\n \"execution_count\": 71,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#We can get a bit crazy\\n\",\n \"dictionary4 = Dict{Any, Any}(\\\"a\\\" => 1, (2, 3) => \\\"hello\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 72,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 3 entries:\\n\",\n \" :A => 300\\n\",\n \" :B => 305\\n\",\n \" :C => 309\"\n ]\n },\n \"execution_count\": 72,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 Using symbols as keys\\n\",\n \"dictionary5 = Dict(:A => 300, :B => 305, :C => 309)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"300\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"dictionary5[:A]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 74,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 74,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 4 Using in() to check on key-value pairs\\n\",\n \"in((:A => 300), dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 75,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1000\"\n ]\n },\n \"execution_count\": 75,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 5 Changing an existing value\\n\",\n \"dictionary5[:C] = 1000\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 3 entries:\\n\",\n \" :A => 300\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 76,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"dictionary5\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 77,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 2 entries:\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 77,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 6 Using the delete!() function\\n\",\n \"delete!(dictionary5, :A)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 78,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.KeySet for a Dict{Symbol,Int64} with 2 entries. Keys:\\n\",\n \" :B\\n\",\n \" :C\"\n ]\n },\n \"execution_count\": 78,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 7 The keys of a dictionary\\n\",\n \"keys(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 79,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.ValueIterator for a Dict{Symbol,Int64} with 2 entries. Values:\\n\",\n \" 305\\n\",\n \" 1000\"\n ]\n },\n \"execution_count\": 79,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 8 The values of a dictionary\\n\",\n \"values(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 80,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{String,1}:\\n\",\n \" \\\"Appendectomy\\\" \\n\",\n \" \\\"Colectomy\\\" \\n\",\n \" \\\"Cholecystectomy\\\"\"\n ]\n },\n \"execution_count\": 80,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 8 Creating a dictionary with automatic keys\\n\",\n \"procedure_vals = [\\\"Appendectomy\\\", \\\"Colectomy\\\", \\\"Cholecystectomy\\\"]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 81,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"procedure_dict = Dict{AbstractString,AbstractString}()\\n\",\n \"for (s, n) in enumerate(procedure_vals)\\n\",\n \" procedure_dict[\\\"x_$(s)\\\"] = n\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 82,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{AbstractString,AbstractString} with 3 entries:\\n\",\n \" \\\"x_1\\\" => \\\"Appendectomy\\\"\\n\",\n \" \\\"x_2\\\" => \\\"Colectomy\\\"\\n\",\n \" \\\"x_3\\\" => \\\"Cholecystectomy\\\"\"\n ]\n },\n \"execution_count\": 82,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Procedure_dict is now a dictionary\\n\",\n \"procedure_dict\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 83,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"x_1 is Appendectomy\\n\",\n \"x_2 is Colectomy\\n\",\n \"x_3 is Cholecystectomy\\n\"\n ]\n }\n ],\n \"source\": [\n \"# 9 Iterating through a dictionary by key and value\\n\",\n \"for (k, v) in procedure_dict\\n\",\n \" println(k, \\\" is \\\",v)\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 84,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{String,Int64} with 6 entries:\\n\",\n \" \\\"f\\\" => 6\\n\",\n \" \\\"c\\\" => 3\\n\",\n \" \\\"e\\\" => 5\\n\",\n \" \\\"b\\\" => 2\\n\",\n \" \\\"a\\\" => 1\\n\",\n \" \\\"d\\\" => 4\"\n ]\n },\n \"execution_count\": 84,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 10 Sorting\\n\",\n \"dictionary6 = Dict(\\\"a\\\"=> 1,\\\"b\\\"=>2 ,\\\"c\\\"=>3 ,\\\"d\\\"=>4 ,\\\"e\\\"=>5 ,\\\"f\\\"=>6)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 85,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"a is 1\\n\",\n \"b is 2\\n\",\n \"c is 3\\n\",\n \"d is 4\\n\",\n \"e is 5\\n\",\n \"f is 6\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Sorting using a for loop\\n\",\n \"for k in sort(collect(keys(dictionary6)))\\n\",\n \" println(\\\"$(k) is $(dictionary6[k])\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.0.3\",\n \"language\": \"julia\",\n \"name\": \"julia-1.0\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.0.3\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": "Collections_using_v_1.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Collections\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## In this lecture\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Arrays](#Arrays)\\n\",\n \"- [Tuples](#Tuples)\\n\",\n \"- [Dictionaries](#Dictionaries)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Introduction\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Collections are groups of elements. These elements are values of different Julia types. Storing elements in collections is one of the most useful operations in computing.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Arrays\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays are collections of values separated with commas and placed inside of a set of square brackets. They can be represented in column or in row form.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# A column vector\\n\",\n \"array1 = [1, 2, 3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `typeof()` function shows that `array1` is an instance of an array object, containing integer values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# The type of the object array1\\n\",\n \"typeof(array1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we create `array2`. Note that there are only spaces between the elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 Array{Int64,2}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A row vector\\n\",\n \"array2 = [1 2 3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `transpose()` function will create a linear algebra transpose of our column vector, `array1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1×3 LinearAlgebra.Transpose{Int64,Array{Int64,1}}:\\n\",\n \" 1 2 3\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The transpose\\n\",\n \"transpose(array1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When the types of the elements are not the same, all elements _inherit_ the _highest_ type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Float64,1}:\\n\",\n \" 1.0\\n\",\n \" 2.0\\n\",\n \" 3.0\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# With a mix of types, all the elements inherent the \\\"highest\\\" type\\n\",\n \"array2 = [1, 2, 3.0]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.0\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Index for one of the original integers will be Float64\\n\",\n \"array2[1]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can have more than one _dimension_ (here dimension does not refer to the number of elements in a vector, representing a vector field).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 4 7\\n\",\n \" 2 5 8\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Column-wise entry of multidimensional array\\n\",\n \"array3 = [[1, 2, 3] [4, 5, 6] [7, 8, 9]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 4 5 6\\n\",\n \" 7 8 9\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Row-wise entry of multidimensional array\\n\",\n \"array4 = [[1 2 3]; [4 5 6]; [7 8 9]]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `length()` function returns the number of elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Length of array3\\n\",\n \"length(array3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"length(array4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Since the two arrays above were created differently, let's take a look at indexes of their elements.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 2\\n\",\n \"Element 3 is 3\\n\",\n \"Element 4 is 4\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 6\\n\",\n \"Element 7 is 7\\n\",\n \"Element 8 is 8\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Index order of column-wise array\\n\",\n \"for i in 1:length(array3)\\n\",\n \" println(\\\"Element $(i) is \\\", array3[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Element 1 is 1\\n\",\n \"Element 2 is 4\\n\",\n \"Element 3 is 7\\n\",\n \"Element 4 is 2\\n\",\n \"Element 5 is 5\\n\",\n \"Element 6 is 8\\n\",\n \"Element 7 is 3\\n\",\n \"Element 8 is 6\\n\",\n \"Element 9 is 9\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Index order of row-wise array\\n\",\n \"for i in 1:length(array4)\\n\",\n \" println(\\\"Element $(i) is \\\", array4[i])\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Elements can be repeated using the `repeat()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 1\\n\",\n \" 2\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using repeat() to repeat column elements\\n\",\n \"repeat([1, 2], 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 2\\n\",\n \" 1 2\\n\",\n \" 1 2\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using repeat() to repeat row elements\\n\",\n \"repeat([1 2], 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `range()` function creates a range object. The first argument is the value of the first element. The `step = ` argument specifies the step-size, and the `length =` argument specifies how many elements the array should have.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1:1:10\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using range(start, step, number of elements)\\n\",\n \"range(1, step = 1, length = 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can change the range object into an array using the `collect()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Create collections using the collect() function\\n\",\n \"collect(range(1, step = 1, length = 10))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 6\\n\",\n \" 7\\n\",\n \" 8\\n\",\n \" 9\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Short-hand syntax\\n\",\n \"collect(1:10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create empty arrays as placeholders.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2×3 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing missing\\n\",\n \" missing missing missing\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating empty array with two rows and three columns\\n\",\n \"array5 = Array{Union{Missing, Int}}(missing, 2, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Reshaping is achieved using the `reshape()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Union{Missing, Int64},2}:\\n\",\n \" missing missing\\n\",\n \" missing missing\\n\",\n \" missing missing\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Reshaping\\n\",\n \"reshape(array5, 3, 2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Every element in an arrays has an index (address) value. We already saw this above when we created a for-loop to cycle through the values of our row vs. column created arrays.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10×5 Array{Int64,2}:\\n\",\n \" 18 20 13 18 13\\n\",\n \" 16 14 14 12 16\\n\",\n \" 14 13 11 19 20\\n\",\n \" 19 11 10 12 14\\n\",\n \" 20 15 15 14 12\\n\",\n \" 11 20 20 10 20\\n\",\n \" 10 15 17 13 12\\n\",\n \" 11 17 13 14 16\\n\",\n \" 18 10 16 15 10\\n\",\n \" 12 13 18 14 10\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a 10 x 5 array with each element drawn randomly from value 10 through 20\\n\",\n \"array6 = rand(10:20, 10, 5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Indexing is indicated with square brackets. For arrays with rows and columns, the index values will be in the form `[row, column]`. A colon serves as short-hand syntax indicating _all_ values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element Array{Int64,1}:\\n\",\n \" 18\\n\",\n \" 16\\n\",\n \" 14\\n\",\n \" 19\\n\",\n \" 20\\n\",\n \" 11\\n\",\n \" 10\\n\",\n \" 11\\n\",\n \" 18\\n\",\n \" 12\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#All rows in first column\\n\",\n \"array6[:, 1]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Int64,1}:\\n\",\n \" 14\\n\",\n \" 13\\n\",\n \" 11\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Rows two through five of second column\\n\",\n \"array6[2:5, 2]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 16 16\\n\",\n \" 19 14\\n\",\n \" 11 20\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Values in rows 2, 4, 6, and in columns 1 and 5\\n\",\n \"array6[[2, 4, 6], [1, 5]]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 13\\n\",\n \" 18\\n\",\n \" 13\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Values in row 1 from column 3 to the last column\\n\",\n \"array6[1, 3:end]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Boolean logic can be used to select values based on rules. Below we check if each value in column one is equal to or greater than $12$.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10-element BitArray{1}:\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" true\\n\",\n \" false\\n\",\n \" false\\n\",\n \" false\\n\",\n \" true\\n\",\n \" false\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Boolean logic (returning only true or false)\\n\",\n \"array6[:, 1] .> 12\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can add values to an array using the `push!()` function. Many functions in Julia have an added exclamation mark, called a _bang_. It is used to make permanent changes to the values in a computer variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\\n\",\n \" 10\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a five element array\\n\",\n \"array7 = [1, 2, 3, 4, 5]\\n\",\n \"# Permanantly append 10 to end of array\\n\",\n \"push!(array7, 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `pop!()` function removes the last element (the bang makes it permanent).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"pop!(array7)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can also change the value of an element by using its index.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1000\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Change second element value to 1000\\n\",\n \"array7[2] = 1000\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 1000\\n\",\n \" 3\\n\",\n \" 4\\n\",\n \" 5\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Viewing the change\\n\",\n \"array7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"_List comprehension_ is a term that refers to the creating of an array using a _recipe_. View the following example.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 3\\n\",\n \" 6\\n\",\n \" 9\\n\",\n \" 12\\n\",\n \" 15\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# An example of list comprehension\\n\",\n \"array8 = [3 * i for i in 1:5]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The Julia syntax is very expressive, as the above example shows. Square brackets indicate that we are creating a list. The expression, `3 * i` indicates what we want each element to look like. The for-loop uses the placeholder over which we wish to iterate, together with the range that we require.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This allows for very complex array creation, which makes it quite versatile.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 1 2 3\\n\",\n \" 2 4 6\\n\",\n \" 3 6 9\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Column-wise collection iterating through second element first\\n\",\n \"array9 = [a * b for a in 1:3, b in 1:3]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arithmetic operations on arrays are performed through the process of _broadcasting_. Below we add $1$ to each element in `array9`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 2 3 4\\n\",\n \" 3 5 7\\n\",\n \" 4 7 10\"\n ]\n },\n \"execution_count\": 34,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Elementwise addition of a scalar using dot notation\\n\",\n \"array9 .+ 1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When arrays are of similar shape, we can do elemnt wise addition.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 4\\n\",\n \" 1006\\n\",\n \" 12\\n\",\n \" 16\\n\",\n \" 20\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Elementwise addition of similar sized arrays\\n\",\n \"array7 + array8\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"While it is nice to have a complete set of elements, data is often _missing_. `Missing` is a Julia data type that provides a placeholder for missing data in a statistical sense. It propagates automatically and its equality as a type can be tested. Sorting is possible since missing is seen as greater than other values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 36,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Propagation\\n\",\n \"missing + 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"missing > 1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Union{Missing, Int64},1}:\\n\",\n \" 11 \\n\",\n \" 22 \\n\",\n \" 33 \\n\",\n \" missing\\n\",\n \" 55 \"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"[1, 2, 3, missing, 5] + [10, 20, 30, 40 ,50]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"missing\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking equality of value using ==\\n\",\n \"# Cannot return true or false since value is not known\\n\",\n \"missing == missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking equality of type with ===\\n\",\n \"missing === missing\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking type equality with isequal()\\n\",\n \"isequal(missing, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 42,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 42,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Sorting with isless()\\n\",\n \"isless(1, missing)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking on infinity\\n\",\n \"isless(Inf, missing)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create an array of zeros.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int8,2}:\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\\n\",\n \" 0 0 0\"\n ]\n },\n \"execution_count\": 44,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A 3 x 3 array of integer zeros\\n\",\n \"array11 = zeros(Int8, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Here is an array of ones.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\\n\",\n \" 1.0 1.0 1.0\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A 3 x 3 array of floating point ones\\n\",\n \"array12 = ones(Float16, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Boolean values are also allowed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 BitArray{2}:\\n\",\n \" true true true\\n\",\n \" true true true\\n\",\n \" true true true\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Array of true (bit array) values\\n\",\n \"array13 = trues(3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can even fill an array with a specified value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Int64,2}:\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\\n\",\n \" 10 10 10\"\n ]\n },\n \"execution_count\": 47,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Fill an array with elements of value x\\n\",\n \"array14 = fill(10, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We have already seen that elemnts of different types all inherit the _highest_ type. We can in fact, change the type manually, with the convert function. As elsewhere in Julia, the dot opetaror maps the function to each element of a list.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×3 Array{Float16,2}:\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\\n\",\n \" 10.0 10.0 10.0\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Convert elements to a different data type\\n\",\n \"convert.(Float16, array14)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can be concatenated.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 49,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Concatenate arrays along rows (makes rows)\\n\",\n \"array15 = [1, 2, 3]\\n\",\n \"array16 = [10, 20, 30]\\n\",\n \"cat(array15, array16, dims = 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6-element Array{Int64,1}:\\n\",\n \" 1\\n\",\n \" 2\\n\",\n \" 3\\n\",\n \" 10\\n\",\n \" 20\\n\",\n \" 30\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Same as above\\n\",\n \"vcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 51,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Concatenate arrays along columns (makes columns)\\n\",\n \"cat(array15, array16, dims = 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3×2 Array{Int64,2}:\\n\",\n \" 1 10\\n\",\n \" 2 20\\n\",\n \" 3 30\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Same as above\\n\",\n \"hcat(array15, array16)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Tuples\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Tuples are immutable collections. Immutable refers to the fact that the values are set and cannot be changed. This type is indicated by the use of parenthesis instead of square brackets.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 57,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(1, 2.0, π = 3.1415926535897..., 4, \\\"Julia\\\")\"\n ]\n },\n \"execution_count\": 57,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Tuples with mixed types\\n\",\n \"tuple1 = (1, 2., π, 4, \\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's check on the values and types of each element.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \" The value of the tuple at index number 1 is 1 and the type is Int64.\\n\",\n \" The value of the tuple at index number 2 is 2.0 and the type is Float64.\\n\",\n \" The value of the tuple at index number 3 is π = 3.1415926535897... and the type is Irrational{:π}.\\n\",\n \" The value of the tuple at index number 4 is 4 and the type is Int64.\\n\",\n \" The value of the tuple at index number 5 is Julia and the type is String.\\n\"\n ]\n }\n ],\n \"source\": [\n \"# For loop to look at value and type of each element\\n\",\n \"for i in 1:length(tuple1)\\n\",\n \" println(\\\" The value of the tuple at index number $(i) is $(tuple1[i]) and the type is $(typeof(tuple1[i])).\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Tuples are useful as each elemnt can be named.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 59,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1\"\n ]\n },\n \"execution_count\": 59,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Each element can be named\\n\",\n \"a, b, c, seven = (1, 3, 5, 7)\\n\",\n \"a\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 60,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"seven\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A range can be used to reverse the order of a tuple.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(\\\"Julia\\\", 4, π = 3.1415926535897..., 2.0, 1)\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Reverse order index (can be done with arrays too)\\n\",\n \"tuple1[end:-1:1]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Arrays can be made up of elemnts of different length.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 62,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n \"execution_count\": 62,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Mixed length tuples\\n\",\n \"tuple2 = ((1, 2, 3), 1, 2, (3, 100, 1))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 63,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(3, 100, 1)\"\n ]\n },\n \"execution_count\": 63,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Element 4\\n\",\n \"tuple2[4]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"100\"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Element 2 in element 4\\n\",\n \"tuple2[4][2]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Dictionaries\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Dictionaries are collection sof key-value pairs.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 65,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => 1\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 65,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Example of a dictionary\\n\",\n \"dictionary1 = Dict(1 => 77, 2 => 66, 3 => 1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"In the example above we have key-values of `1,2,3` and value-values of `77,66,1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 66,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Int64,Int64} with 3 entries:\\n\",\n \" 2 => 200\\n\",\n \" 3 => 300\\n\",\n \" 1 => 100\"\n ]\n },\n \"execution_count\": 66,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The => is shorthand for the Pair() function\\n\",\n \"dictionary2 = Dict(Pair(1,100), Pair(2,200), Pair(3,300))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can specify the types used in a dict.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 67,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 3 entries:\\n\",\n \" 2 => 66\\n\",\n \" 3 => \\\"three\\\"\\n\",\n \" 1 => 77\"\n ]\n },\n \"execution_count\": 67,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Specifying types\\n\",\n \"dictionary3 = Dict{Any, Any}(1 => 77, 2 => 66, 3 => \\\"three\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Any,Any} with 2 entries:\\n\",\n \" (2, 3) => \\\"hello\\\"\\n\",\n \" \\\"a\\\" => 1\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# We can get a bit crazy\\n\",\n \"dictionary4 = Dict{Any, Any}(\\\"a\\\" => 1, (2, 3) => \\\"hello\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"It is perhaps more useful to use symbols (colon symbol and a name) as key values. We can then refer to the key-name when we want to inquire about its value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"300\"\n ]\n },\n \"execution_count\": 69,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using symbols as keys\\n\",\n \"dictionary5 = Dict(:A => 300, :B => 305, :C => 309)\\n\",\n \"dictionary5[:A]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can check on the key-value pairs in a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using in() to check on key-value pairs\\n\",\n \"in((:A => 300), dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Change value using the key is easy to perform.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 71,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 3 entries:\\n\",\n \" :A => 300\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 71,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Changing an existing value\\n\",\n \"dictionary5[:C] = 1000\\n\",\n \"dictionary5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `delete!()` function permanently deletes a key-value pair.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 72,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{Symbol,Int64} with 2 entries:\\n\",\n \" :B => 305\\n\",\n \" :C => 1000\"\n ]\n },\n \"execution_count\": 72,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the delete!() function\\n\",\n \"delete!(dictionary5, :A)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can list both the keys and the values in a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.KeySet for a Dict{Symbol,Int64} with 2 entries. Keys:\\n\",\n \" :B\\n\",\n \" :C\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The keys of a dictionary\\n\",\n \"keys(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 74,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Base.ValueIterator for a Dict{Symbol,Int64} with 2 entries. Values:\\n\",\n \" 305\\n\",\n \" 1000\"\n ]\n },\n \"execution_count\": 74,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"values(dictionary5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Through the use of iteration, we can get creative in the creation and interrogation of a dictionary.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Creating a dictionary with automatic keys\\n\",\n \"procedure_vals = [\\\"Appendectomy\\\", \\\"Colectomy\\\", \\\"Cholecystectomy\\\"]\\n\",\n \"procedure_dict = Dict{AbstractString,AbstractString}() # An empty dictionary with types specified\\n\",\n \"for (s, n) in enumerate(procedure_vals)\\n\",\n \" procedure_dict[\\\"x_$(s)\\\"] = n\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 77,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Dict{AbstractString,AbstractString} with 3 entries:\\n\",\n \" \\\"x_1\\\" => \\\"Appendectomy\\\"\\n\",\n \" \\\"x_2\\\" => \\\"Colectomy\\\"\\n\",\n \" \\\"x_3\\\" => \\\"Cholecystectomy\\\"\"\n ]\n },\n \"execution_count\": 77,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"procedure_dict\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 78,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"x_1 is Appendectomy\\n\",\n \"x_2 is Colectomy\\n\",\n \"x_3 is Cholecystectomy\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Iterating through a dictionary by key and value\\n\",\n \"for (k, v) in procedure_dict\\n\",\n \" println(k, \\\" is \\\",v)\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Lastly, we can sort using iteration.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 79,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"a is 1\\n\",\n \"b is 2\\n\",\n \"c is 3\\n\",\n \"d is 4\\n\",\n \"e is 5\\n\",\n \"f is 6\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Sorting\\n\",\n \"dictionary6 = Dict(\\\"a\\\"=> 1,\\\"b\\\"=>2 ,\\\"c\\\"=>3 ,\\\"d\\\"=>4 ,\\\"e\\\"=>5 ,\\\"f\\\"=>6)\\n\",\n \"# Sorting using a for loop\\n\",\n \"for k in sort(collect(keys(dictionary6)))\\n\",\n \" println(\\\"$(k) is $(dictionary6[k])\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.0.3\",\n \"language\": \"julia\",\n \"name\": \"julia-1.0\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.0.3\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": "Countries.csv", "content": "\"iso3c\",\"iso2c\",\"name\",\"region\",\"capital\",\"longitude\",\"latitude\",\"income\",\"lending\"\n\"ABW\",\"AW\",\"Aruba\",\"Latin America & Caribbean \",\"Oranjestad\",-70.0167,12.5167,\"High income\",\"Not classified\"\n\"AFG\",\"AF\",\"Afghanistan\",\"South Asia\",\"Kabul\",69.1761,34.5228,\"Low income\",\"IDA\"\n\"AFR\",\"A9\",\"Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"AGO\",\"AO\",\"Angola\",\"Sub-Saharan Africa \",\"Luanda\",13.242,-8.81155,\"Upper middle income\",\"IBRD\"\n\"ALB\",\"AL\",\"Albania\",\"Europe & Central Asia\",\"Tirane\",19.8172,41.3317,\"Upper middle income\",\"IBRD\"\n\"AND\",\"AD\",\"Andorra\",\"Europe & Central Asia\",\"Andorra la Vella\",1.5218,42.5075,\"High income\",\"Not classified\"\n\"ANR\",\"L5\",\"Andean Region\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ARB\",\"1A\",\"Arab World\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ARE\",\"AE\",\"United Arab Emirates\",\"Middle East & North Africa\",\"Abu Dhabi\",54.3705,24.4764,\"High income\",\"Not classified\"\n\"ARG\",\"AR\",\"Argentina\",\"Latin America & Caribbean \",\"Buenos Aires\",-58.4173,-34.6118,\"Not classified\",\"IBRD\"\n\"ARM\",\"AM\",\"Armenia\",\"Europe & Central Asia\",\"Yerevan\",44.509,40.1596,\"Lower middle income\",\"IBRD\"\n\"ASM\",\"AS\",\"American Samoa\",\"East Asia & Pacific\",\"Pago Pago\",-170.691,-14.2846,\"Upper middle income\",\"Not classified\"\n\"ATG\",\"AG\",\"Antigua and Barbuda\",\"Latin America & Caribbean \",\"Saint John's\",-61.8456,17.1175,\"High income\",\"IBRD\"\n\"AUS\",\"AU\",\"Australia\",\"East Asia & Pacific\",\"Canberra\",149.129,-35.282,\"High income\",\"Not classified\"\n\"AUT\",\"AT\",\"Austria\",\"Europe & Central Asia\",\"Vienna\",16.3798,48.2201,\"High income\",\"Not classified\"\n\"AZE\",\"AZ\",\"Azerbaijan\",\"Europe & Central Asia\",\"Baku\",49.8932,40.3834,\"Upper middle income\",\"IBRD\"\n\"BDI\",\"BI\",\"Burundi\",\"Sub-Saharan Africa \",\"Bujumbura\",29.3639,-3.3784,\"Low income\",\"IDA\"\n\"BEA\",\"B4\",\"East Asia & Pacific (IBRD-only countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BEC\",\"B7\",\"Europe & Central Asia (IBRD-only countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BEL\",\"BE\",\"Belgium\",\"Europe & Central Asia\",\"Brussels\",4.36761,50.8371,\"High income\",\"Not classified\"\n\"BEN\",\"BJ\",\"Benin\",\"Sub-Saharan Africa \",\"Porto-Novo\",2.6323,6.4779,\"Low income\",\"IDA\"\n\"BFA\",\"BF\",\"Burkina Faso\",\"Sub-Saharan Africa \",\"Ouagadougou\",-1.53395,12.3605,\"Low income\",\"IDA\"\n\"BGD\",\"BD\",\"Bangladesh\",\"South Asia\",\"Dhaka\",90.4113,23.7055,\"Lower middle income\",\"IDA\"\n\"BGR\",\"BG\",\"Bulgaria\",\"Europe & Central Asia\",\"Sofia\",23.3238,42.7105,\"Upper middle income\",\"IBRD\"\n\"BHI\",\"B1\",\"IBRD countries classified as high income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BHR\",\"BH\",\"Bahrain\",\"Middle East & North Africa\",\"Manama\",50.5354,26.1921,\"High income\",\"Not classified\"\n\"BHS\",\"BS\",\"Bahamas, The\",\"Latin America & Caribbean \",\"Nassau\",-77.339,25.0661,\"High income\",\"Not classified\"\n\"BIH\",\"BA\",\"Bosnia and Herzegovina\",\"Europe & Central Asia\",\"Sarajevo\",18.4214,43.8607,\"Upper middle income\",\"IBRD\"\n\"BLA\",\"B2\",\"Latin America & the Caribbean (IBRD-only countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BLR\",\"BY\",\"Belarus\",\"Europe & Central Asia\",\"Minsk\",27.5766,53.9678,\"Upper middle income\",\"IBRD\"\n\"BLZ\",\"BZ\",\"Belize\",\"Latin America & Caribbean \",\"Belmopan\",-88.7713,17.2534,\"Upper middle income\",\"IBRD\"\n\"BMN\",\"B3\",\"Middle East & North Africa (IBRD-only countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BMU\",\"BM\",\"Bermuda\",\"North America\",\"Hamilton\",-64.706,32.3293,\"High income\",\"Not classified\"\n\"BOL\",\"BO\",\"Bolivia\",\"Latin America & Caribbean \",\"La Paz\",-66.1936,-13.9908,\"Lower middle income\",\"Blend\"\n\"BRA\",\"BR\",\"Brazil\",\"Latin America & Caribbean \",\"Brasilia\",-47.9292,-15.7801,\"Upper middle income\",\"IBRD\"\n\"BRB\",\"BB\",\"Barbados\",\"Latin America & Caribbean \",\"Bridgetown\",-59.6105,13.0935,\"High income\",\"Not classified\"\n\"BRN\",\"BN\",\"Brunei Darussalam\",\"East Asia & Pacific\",\"Bandar Seri Begawan\",114.946,4.94199,\"High income\",\"Not classified\"\n\"BSS\",\"B6\",\"Sub-Saharan Africa (IBRD-only countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"BTN\",\"BT\",\"Bhutan\",\"South Asia\",\"Thimphu\",89.6177,27.5768,\"Lower middle income\",\"IDA\"\n\"BWA\",\"BW\",\"Botswana\",\"Sub-Saharan Africa \",\"Gaborone\",25.9201,-24.6544,\"Upper middle income\",\"IBRD\"\n\"CAA\",\"C9\",\"Sub-Saharan Africa (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CAF\",\"CF\",\"Central African Republic\",\"Sub-Saharan Africa \",\"Bangui\",21.6407,5.63056,\"Low income\",\"IDA\"\n\"CAN\",\"CA\",\"Canada\",\"North America\",\"Ottawa\",-75.6919,45.4215,\"High income\",\"Not classified\"\n\"CEA\",\"C4\",\"East Asia and the Pacific (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CEB\",\"B8\",\"Central Europe and the Baltics\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CEU\",\"C5\",\"Europe and Central Asia (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CHE\",\"CH\",\"Switzerland\",\"Europe & Central Asia\",\"Bern\",7.44821,46.948,\"High income\",\"Not classified\"\n\"CHI\",\"JG\",\"Channel Islands\",\"Europe & Central Asia\",\"\",NA,NA,\"High income\",\"Not classified\"\n\"CHL\",\"CL\",\"Chile\",\"Latin America & Caribbean \",\"Santiago\",-70.6475,-33.475,\"High income\",\"IBRD\"\n\"CHN\",\"CN\",\"China\",\"East Asia & Pacific\",\"Beijing\",116.286,40.0495,\"Upper middle income\",\"IBRD\"\n\"CIV\",\"CI\",\"Cote d'Ivoire\",\"Sub-Saharan Africa \",\"Yamoussoukro\",-4.0305,5.332,\"Lower middle income\",\"IDA\"\n\"CLA\",\"C6\",\"Latin America and the Caribbean (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CME\",\"C7\",\"Middle East and North Africa (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CMR\",\"CM\",\"Cameroon\",\"Sub-Saharan Africa \",\"Yaounde\",11.5174,3.8721,\"Lower middle income\",\"Blend\"\n\"COD\",\"CD\",\"Congo, Dem. Rep.\",\"Sub-Saharan Africa \",\"Kinshasa\",15.3222,-4.325,\"Low income\",\"IDA\"\n\"COG\",\"CG\",\"Congo, Rep.\",\"Sub-Saharan Africa \",\"Brazzaville\",15.2662,-4.2767,\"Lower middle income\",\"Blend\"\n\"COL\",\"CO\",\"Colombia\",\"Latin America & Caribbean \",\"Bogota\",-74.082,4.60987,\"Upper middle income\",\"IBRD\"\n\"COM\",\"KM\",\"Comoros\",\"Sub-Saharan Africa \",\"Moroni\",43.2418,-11.6986,\"Low income\",\"IDA\"\n\"CPV\",\"CV\",\"Cabo Verde\",\"Sub-Saharan Africa \",\"Praia\",-23.5087,14.9218,\"Lower middle income\",\"Blend\"\n\"CRI\",\"CR\",\"Costa Rica\",\"Latin America & Caribbean \",\"San Jose\",-84.0089,9.63701,\"Upper middle income\",\"IBRD\"\n\"CSA\",\"C8\",\"South Asia (IFC classification)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CSS\",\"S3\",\"Caribbean small states\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"CUB\",\"CU\",\"Cuba\",\"Latin America & Caribbean \",\"Havana\",-82.3667,23.1333,\"Upper middle income\",\"Not classified\"\n\"CUW\",\"CW\",\"Curacao\",\"Latin America & Caribbean \",\"Willemstad\",NA,NA,\"High income\",\"Not classified\"\n\"CYM\",\"KY\",\"Cayman Islands\",\"Latin America & Caribbean \",\"George Town\",-81.3857,19.3022,\"High income\",\"Not classified\"\n\"CYP\",\"CY\",\"Cyprus\",\"Europe & Central Asia\",\"Nicosia\",33.3736,35.1676,\"High income\",\"Not classified\"\n\"CZE\",\"CZ\",\"Czech Republic\",\"Europe & Central Asia\",\"Prague\",14.4205,50.0878,\"High income\",\"Not classified\"\n\"DEA\",\"D4\",\"East Asia & Pacific (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DEC\",\"D7\",\"Europe & Central Asia (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DEU\",\"DE\",\"Germany\",\"Europe & Central Asia\",\"Berlin\",13.4115,52.5235,\"High income\",\"Not classified\"\n\"DFS\",\"D8\",\"IDA countries classified as Fragile Situations\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DJI\",\"DJ\",\"Djibouti\",\"Middle East & North Africa\",\"Djibouti\",43.1425,11.5806,\"Lower middle income\",\"IDA\"\n\"DLA\",\"D2\",\"Latin America & the Caribbean (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DMA\",\"DM\",\"Dominica\",\"Latin America & Caribbean \",\"Roseau\",-61.39,15.2976,\"Upper middle income\",\"Blend\"\n\"DMN\",\"D3\",\"Middle East & North Africa (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DNF\",\"D9\",\"IDA countries not classified as Fragile Situations\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DNK\",\"DK\",\"Denmark\",\"Europe & Central Asia\",\"Copenhagen\",12.5681,55.6763,\"High income\",\"Not classified\"\n\"DNS\",\"N6\",\"IDA countries in Sub-Saharan Africa not classified as fragile situations \",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DOM\",\"DO\",\"Dominican Republic\",\"Latin America & Caribbean \",\"Santo Domingo\",-69.8908,18.479,\"Upper middle income\",\"IBRD\"\n\"DSA\",\"D5\",\"South Asia (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DSF\",\"F6\",\"IDA countries in Sub-Saharan Africa classified as fragile situations \",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DSS\",\"D6\",\"Sub-Saharan Africa (IDA-eligible countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DXS\",\"6D\",\"IDA total, excluding Sub-Saharan Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"DZA\",\"DZ\",\"Algeria\",\"Middle East & North Africa\",\"Algiers\",3.05097,36.7397,\"Upper middle income\",\"IBRD\"\n\"EAP\",\"4E\",\"East Asia & Pacific (excluding high income)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"EAR\",\"V2\",\"Early-demographic dividend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"EAS\",\"Z4\",\"East Asia & Pacific\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ECA\",\"7E\",\"Europe & Central Asia (excluding high income)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ECS\",\"Z7\",\"Europe & Central Asia\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ECU\",\"EC\",\"Ecuador\",\"Latin America & Caribbean \",\"Quito\",-78.5243,-0.229498,\"Upper middle income\",\"IBRD\"\n\"EGY\",\"EG\",\"Egypt, Arab Rep.\",\"Middle East & North Africa\",\"Cairo\",31.2461,30.0982,\"Lower middle income\",\"IBRD\"\n\"EMU\",\"XC\",\"Euro area\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"ERI\",\"ER\",\"Eritrea\",\"Sub-Saharan Africa \",\"Asmara\",38.9183,15.3315,\"Low income\",\"IDA\"\n\"ESP\",\"ES\",\"Spain\",\"Europe & Central Asia\",\"Madrid\",-3.70327,40.4167,\"High income\",\"Not classified\"\n\"EST\",\"EE\",\"Estonia\",\"Europe & Central Asia\",\"Tallinn\",24.7586,59.4392,\"High income\",\"Not classified\"\n\"ETH\",\"ET\",\"Ethiopia\",\"Sub-Saharan Africa \",\"Addis Ababa\",38.7468,9.02274,\"Low income\",\"IDA\"\n\"EUU\",\"EU\",\"European Union\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"FCS\",\"F1\",\"Fragile and conflict affected situations\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"FIN\",\"FI\",\"Finland\",\"Europe & Central Asia\",\"Helsinki\",24.9525,60.1608,\"High income\",\"Not classified\"\n\"FJI\",\"FJ\",\"Fiji\",\"East Asia & Pacific\",\"Suva\",178.399,-18.1149,\"Upper middle income\",\"IBRD\"\n\"FRA\",\"FR\",\"France\",\"Europe & Central Asia\",\"Paris\",2.35097,48.8566,\"High income\",\"Not classified\"\n\"FRO\",\"FO\",\"Faroe Islands\",\"Europe & Central Asia\",\"Torshavn\",-6.91181,61.8926,\"High income\",\"Not classified\"\n\"FSM\",\"FM\",\"Micronesia, Fed. Sts.\",\"East Asia & Pacific\",\"Palikir\",158.185,6.91771,\"Lower middle income\",\"IDA\"\n\"FXS\",\"6F\",\"IDA countries classified as fragile situations, excluding Sub-Saharan Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"GAB\",\"GA\",\"Gabon\",\"Sub-Saharan Africa \",\"Libreville\",9.45162,0.38832,\"Upper middle income\",\"IBRD\"\n\"GBR\",\"GB\",\"United Kingdom\",\"Europe & Central Asia\",\"London\",-0.126236,51.5002,\"High income\",\"Not classified\"\n\"GEO\",\"GE\",\"Georgia\",\"Europe & Central Asia\",\"Tbilisi\",44.793,41.71,\"Upper middle income\",\"IBRD\"\n\"GHA\",\"GH\",\"Ghana\",\"Sub-Saharan Africa \",\"Accra\",-0.20795,5.57045,\"Lower middle income\",\"IDA\"\n\"GIB\",\"GI\",\"Gibraltar\",\"Europe & Central Asia\",\"\",NA,NA,\"High income\",\"Not classified\"\n\"GIN\",\"GN\",\"Guinea\",\"Sub-Saharan Africa \",\"Conakry\",-13.7,9.51667,\"Low income\",\"IDA\"\n\"GMB\",\"GM\",\"Gambia, The\",\"Sub-Saharan Africa \",\"Banjul\",-16.5885,13.4495,\"Low income\",\"IDA\"\n\"GNB\",\"GW\",\"Guinea-Bissau\",\"Sub-Saharan Africa \",\"Bissau\",-15.1804,11.8037,\"Low income\",\"IDA\"\n\"GNQ\",\"GQ\",\"Equatorial Guinea\",\"Sub-Saharan Africa \",\"Malabo\",8.7741,3.7523,\"Upper middle income\",\"IBRD\"\n\"GRC\",\"GR\",\"Greece\",\"Europe & Central Asia\",\"Athens\",23.7166,37.9792,\"High income\",\"Not classified\"\n\"GRD\",\"GD\",\"Grenada\",\"Latin America & Caribbean \",\"Saint George's\",-61.7449,12.0653,\"Upper middle income\",\"Blend\"\n\"GRL\",\"GL\",\"Greenland\",\"Europe & Central Asia\",\"Nuuk\",-51.7214,64.1836,\"High income\",\"Not classified\"\n\"GTM\",\"GT\",\"Guatemala\",\"Latin America & Caribbean \",\"Guatemala City\",-90.5328,14.6248,\"Lower middle income\",\"IBRD\"\n\"GUM\",\"GU\",\"Guam\",\"East Asia & Pacific\",\"Agana\",144.794,13.4443,\"High income\",\"Not classified\"\n\"GUY\",\"GY\",\"Guyana\",\"Latin America & Caribbean \",\"Georgetown\",-58.1548,6.80461,\"Upper middle income\",\"IDA\"\n\"HIC\",\"XD\",\"High income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"HKG\",\"HK\",\"Hong Kong SAR, China\",\"East Asia & Pacific\",\"\",114.109,22.3964,\"High income\",\"Not classified\"\n\"HND\",\"HN\",\"Honduras\",\"Latin America & Caribbean \",\"Tegucigalpa\",-87.4667,15.1333,\"Lower middle income\",\"IDA\"\n\"HPC\",\"XE\",\"Heavily indebted poor countries (HIPC)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"HRV\",\"HR\",\"Croatia\",\"Europe & Central Asia\",\"Zagreb\",15.9614,45.8069,\"High income\",\"IBRD\"\n\"HTI\",\"HT\",\"Haiti\",\"Latin America & Caribbean \",\"Port-au-Prince\",-72.3288,18.5392,\"Low income\",\"IDA\"\n\"HUN\",\"HU\",\"Hungary\",\"Europe & Central Asia\",\"Budapest\",19.0408,47.4984,\"High income\",\"Not classified\"\n\"IBB\",\"ZB\",\"IBRD, including blend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IBD\",\"XF\",\"IBRD only\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IBT\",\"ZT\",\"IDA & IBRD total\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IDA\",\"XG\",\"IDA total\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IDB\",\"XH\",\"IDA blend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IDN\",\"ID\",\"Indonesia\",\"East Asia & Pacific\",\"Jakarta\",106.83,-6.19752,\"Lower middle income\",\"IBRD\"\n\"IDX\",\"XI\",\"IDA only\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IMN\",\"IM\",\"Isle of Man\",\"Europe & Central Asia\",\"Douglas\",-4.47928,54.1509,\"High income\",\"Not classified\"\n\"IND\",\"IN\",\"India\",\"South Asia\",\"New Delhi\",77.225,28.6353,\"Lower middle income\",\"IBRD\"\n\"INX\",\"XY\",\"Not classified\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"IRL\",\"IE\",\"Ireland\",\"Europe & Central Asia\",\"Dublin\",-6.26749,53.3441,\"High income\",\"Not classified\"\n\"IRN\",\"IR\",\"Iran, Islamic Rep.\",\"Middle East & North Africa\",\"Tehran\",51.4447,35.6878,\"Upper middle income\",\"IBRD\"\n\"IRQ\",\"IQ\",\"Iraq\",\"Middle East & North Africa\",\"Baghdad\",44.394,33.3302,\"Upper middle income\",\"IBRD\"\n\"ISL\",\"IS\",\"Iceland\",\"Europe & Central Asia\",\"Reykjavik\",-21.8952,64.1353,\"High income\",\"Not classified\"\n\"ISR\",\"IL\",\"Israel\",\"Middle East & North Africa\",\"\",35.2035,31.7717,\"High income\",\"Not classified\"\n\"ITA\",\"IT\",\"Italy\",\"Europe & Central Asia\",\"Rome\",12.4823,41.8955,\"High income\",\"Not classified\"\n\"JAM\",\"JM\",\"Jamaica\",\"Latin America & Caribbean \",\"Kingston\",-76.792,17.9927,\"Upper middle income\",\"IBRD\"\n\"JOR\",\"JO\",\"Jordan\",\"Middle East & North Africa\",\"Amman\",35.9263,31.9497,\"Upper middle income\",\"IBRD\"\n\"JPN\",\"JP\",\"Japan\",\"East Asia & Pacific\",\"Tokyo\",139.77,35.67,\"High income\",\"Not classified\"\n\"KAZ\",\"KZ\",\"Kazakhstan\",\"Europe & Central Asia\",\"Astana\",71.4382,51.1879,\"Upper middle income\",\"IBRD\"\n\"KEN\",\"KE\",\"Kenya\",\"Sub-Saharan Africa \",\"Nairobi\",36.8126,-1.27975,\"Lower middle income\",\"IDA\"\n\"KGZ\",\"KG\",\"Kyrgyz Republic\",\"Europe & Central Asia\",\"Bishkek\",74.6057,42.8851,\"Lower middle income\",\"IDA\"\n\"KHM\",\"KH\",\"Cambodia\",\"East Asia & Pacific\",\"Phnom Penh\",104.874,11.5556,\"Lower middle income\",\"IDA\"\n\"KIR\",\"KI\",\"Kiribati\",\"East Asia & Pacific\",\"Tarawa\",172.979,1.32905,\"Lower middle income\",\"IDA\"\n\"KNA\",\"KN\",\"St. Kitts and Nevis\",\"Latin America & Caribbean \",\"Basseterre\",-62.7309,17.3,\"High income\",\"IBRD\"\n\"KOR\",\"KR\",\"Korea, Rep.\",\"East Asia & Pacific\",\"Seoul\",126.957,37.5323,\"High income\",\"Not classified\"\n\"KSV\",\"XK\",\"Kosovo\",\"Europe & Central Asia\",\"Pristina\",20.926,42.565,\"Lower middle income\",\"IDA\"\n\"KWT\",\"KW\",\"Kuwait\",\"Middle East & North Africa\",\"Kuwait City\",47.9824,29.3721,\"High income\",\"Not classified\"\n\"LAC\",\"XJ\",\"Latin America & Caribbean (excluding high income)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LAO\",\"LA\",\"Lao PDR\",\"East Asia & Pacific\",\"Vientiane\",102.177,18.5826,\"Lower middle income\",\"IDA\"\n\"LBN\",\"LB\",\"Lebanon\",\"Middle East & North Africa\",\"Beirut\",35.5134,33.8872,\"Upper middle income\",\"IBRD\"\n\"LBR\",\"LR\",\"Liberia\",\"Sub-Saharan Africa \",\"Monrovia\",-10.7957,6.30039,\"Low income\",\"IDA\"\n\"LBY\",\"LY\",\"Libya\",\"Middle East & North Africa\",\"Tripoli\",13.1072,32.8578,\"Upper middle income\",\"IBRD\"\n\"LCA\",\"LC\",\"St. Lucia\",\"Latin America & Caribbean \",\"Castries\",-60.9832,14.0,\"Upper middle income\",\"Blend\"\n\"LCN\",\"ZJ\",\"Latin America & Caribbean \",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LCR\",\"L4\",\"Latin America and the Caribbean\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LDC\",\"XL\",\"Least developed countries: UN classification\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LIC\",\"XM\",\"Low income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LIE\",\"LI\",\"Liechtenstein\",\"Europe & Central Asia\",\"Vaduz\",9.52148,47.1411,\"High income\",\"Not classified\"\n\"LKA\",\"LK\",\"Sri Lanka\",\"South Asia\",\"Colombo\",79.8528,6.92148,\"Lower middle income\",\"Blend\"\n\"LMC\",\"XN\",\"Lower middle income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LMY\",\"XO\",\"Low & middle income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LSO\",\"LS\",\"Lesotho\",\"Sub-Saharan Africa \",\"Maseru\",27.7167,-29.5208,\"Lower middle income\",\"IDA\"\n\"LTE\",\"V3\",\"Late-demographic dividend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"LTU\",\"LT\",\"Lithuania\",\"Europe & Central Asia\",\"Vilnius\",25.2799,54.6896,\"High income\",\"Not classified\"\n\"LUX\",\"LU\",\"Luxembourg\",\"Europe & Central Asia\",\"Luxembourg\",6.1296,49.61,\"High income\",\"Not classified\"\n\"LVA\",\"LV\",\"Latvia\",\"Europe & Central Asia\",\"Riga\",24.1048,56.9465,\"High income\",\"Not classified\"\n\"MAC\",\"MO\",\"Macao SAR, China\",\"East Asia & Pacific\",\"\",113.55,22.1667,\"High income\",\"Not classified\"\n\"MAF\",\"MF\",\"St. Martin (French part)\",\"Latin America & Caribbean \",\"Marigot\",NA,NA,\"High income\",\"Not classified\"\n\"MAR\",\"MA\",\"Morocco\",\"Middle East & North Africa\",\"Rabat\",-6.8704,33.9905,\"Lower middle income\",\"IBRD\"\n\"MCA\",\"L6\",\"Central America\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"MCO\",\"MC\",\"Monaco\",\"Europe & Central Asia\",\"Monaco\",7.41891,43.7325,\"High income\",\"Not classified\"\n\"MDA\",\"MD\",\"Moldova\",\"Europe & Central Asia\",\"Chisinau\",28.8497,47.0167,\"Lower middle income\",\"Blend\"\n\"MDE\",\"M1\",\"Middle East (developing only)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"MDG\",\"MG\",\"Madagascar\",\"Sub-Saharan Africa \",\"Antananarivo\",45.7167,-20.4667,\"Low income\",\"IDA\"\n\"MDV\",\"MV\",\"Maldives\",\"South Asia\",\"Male\",73.5109,4.1742,\"Upper middle income\",\"IDA\"\n\"MEA\",\"ZQ\",\"Middle East & North Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"MEX\",\"MX\",\"Mexico\",\"Latin America & Caribbean \",\"Mexico City\",-99.1276,19.427,\"Upper middle income\",\"IBRD\"\n\"MHL\",\"MH\",\"Marshall Islands\",\"East Asia & Pacific\",\"Majuro\",171.135,7.11046,\"Upper middle income\",\"IDA\"\n\"MIC\",\"XP\",\"Middle income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"MKD\",\"MK\",\"Macedonia, FYR\",\"Europe & Central Asia\",\"Skopje\",21.4361,42.0024,\"Upper middle income\",\"IBRD\"\n\"MLI\",\"ML\",\"Mali\",\"Sub-Saharan Africa \",\"Bamako\",-7.50034,13.5667,\"Low income\",\"IDA\"\n\"MLT\",\"MT\",\"Malta\",\"Middle East & North Africa\",\"Valletta\",14.5189,35.9042,\"High income\",\"Not classified\"\n\"MMR\",\"MM\",\"Myanmar\",\"East Asia & Pacific\",\"Naypyidaw\",95.9562,21.914,\"Lower middle income\",\"IDA\"\n\"MNA\",\"XQ\",\"Middle East & North Africa (excluding high income)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"MNE\",\"ME\",\"Montenegro\",\"Europe & Central Asia\",\"Podgorica\",19.2595,42.4602,\"Upper middle income\",\"IBRD\"\n\"MNG\",\"MN\",\"Mongolia\",\"East Asia & Pacific\",\"Ulaanbaatar\",106.937,47.9129,\"Lower middle income\",\"Blend\"\n\"MNP\",\"MP\",\"Northern Mariana Islands\",\"East Asia & Pacific\",\"Saipan\",145.765,15.1935,\"High income\",\"Not classified\"\n\"MOZ\",\"MZ\",\"Mozambique\",\"Sub-Saharan Africa \",\"Maputo\",32.5713,-25.9664,\"Low income\",\"IDA\"\n\"MRT\",\"MR\",\"Mauritania\",\"Sub-Saharan Africa \",\"Nouakchott\",-15.9824,18.2367,\"Lower middle income\",\"IDA\"\n\"MUS\",\"MU\",\"Mauritius\",\"Sub-Saharan Africa \",\"Port Louis\",57.4977,-20.1605,\"Upper middle income\",\"IBRD\"\n\"MWI\",\"MW\",\"Malawi\",\"Sub-Saharan Africa \",\"Lilongwe\",33.7703,-13.9899,\"Low income\",\"IDA\"\n\"MYS\",\"MY\",\"Malaysia\",\"East Asia & Pacific\",\"Kuala Lumpur\",101.684,3.12433,\"Upper middle income\",\"IBRD\"\n\"NAC\",\"XU\",\"North America\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"NAF\",\"M2\",\"North Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"NAM\",\"NA\",\"Namibia\",\"Sub-Saharan Africa \",\"Windhoek\",17.0931,-22.5648,\"Upper middle income\",\"IBRD\"\n\"NCL\",\"NC\",\"New Caledonia\",\"East Asia & Pacific\",\"Noum'ea\",166.464,-22.2677,\"High income\",\"Not classified\"\n\"NER\",\"NE\",\"Niger\",\"Sub-Saharan Africa \",\"Niamey\",2.1073,13.514,\"Low income\",\"IDA\"\n\"NGA\",\"NG\",\"Nigeria\",\"Sub-Saharan Africa \",\"Abuja\",7.48906,9.05804,\"Lower middle income\",\"Blend\"\n\"NIC\",\"NI\",\"Nicaragua\",\"Latin America & Caribbean \",\"Managua\",-86.2734,12.1475,\"Lower middle income\",\"IDA\"\n\"NLD\",\"NL\",\"Netherlands\",\"Europe & Central Asia\",\"Amsterdam\",4.89095,52.3738,\"High income\",\"Not classified\"\n\"NLS\",\"6L\",\"Non-resource rich Sub-Saharan Africa countries, of which landlocked\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"NOR\",\"NO\",\"Norway\",\"Europe & Central Asia\",\"Oslo\",10.7387,59.9138,\"High income\",\"Not classified\"\n\"NPL\",\"NP\",\"Nepal\",\"South Asia\",\"Kathmandu\",85.3157,27.6939,\"Low income\",\"IDA\"\n\"NRS\",\"6X\",\"Non-resource rich Sub-Saharan Africa countries\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"NRU\",\"NR\",\"Nauru\",\"East Asia & Pacific\",\"Yaren District\",166.920867,-0.5477,\"High income\",\"IBRD\"\n\"NXS\",\"6N\",\"IDA countries not classified as fragile situations, excluding Sub-Saharan Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"NZL\",\"NZ\",\"New Zealand\",\"East Asia & Pacific\",\"Wellington\",174.776,-41.2865,\"High income\",\"Not classified\"\n\"OED\",\"OE\",\"OECD members\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"OMN\",\"OM\",\"Oman\",\"Middle East & North Africa\",\"Muscat\",58.5874,23.6105,\"High income\",\"Not classified\"\n\"OSS\",\"S4\",\"Other small states\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"PAK\",\"PK\",\"Pakistan\",\"South Asia\",\"Islamabad\",72.8,30.5167,\"Lower middle income\",\"Blend\"\n\"PAN\",\"PA\",\"Panama\",\"Latin America & Caribbean \",\"Panama City\",-79.5188,8.99427,\"Upper middle income\",\"IBRD\"\n\"PER\",\"PE\",\"Peru\",\"Latin America & Caribbean \",\"Lima\",-77.0465,-12.0931,\"Upper middle income\",\"IBRD\"\n\"PHL\",\"PH\",\"Philippines\",\"East Asia & Pacific\",\"Manila\",121.035,14.5515,\"Lower middle income\",\"IBRD\"\n\"PLW\",\"PW\",\"Palau\",\"East Asia & Pacific\",\"Koror\",134.479,7.34194,\"Upper middle income\",\"IBRD\"\n\"PNG\",\"PG\",\"Papua New Guinea\",\"East Asia & Pacific\",\"Port Moresby\",147.194,-9.47357,\"Lower middle income\",\"Blend\"\n\"POL\",\"PL\",\"Poland\",\"Europe & Central Asia\",\"Warsaw\",21.02,52.26,\"High income\",\"IBRD\"\n\"PRE\",\"V1\",\"Pre-demographic dividend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"PRI\",\"PR\",\"Puerto Rico\",\"Latin America & Caribbean \",\"San Juan\",-66.0,18.23,\"High income\",\"Not classified\"\n\"PRK\",\"KP\",\"Korea, Dem. People’s Rep.\",\"East Asia & Pacific\",\"Pyongyang\",125.754,39.0319,\"Low income\",\"Not classified\"\n\"PRT\",\"PT\",\"Portugal\",\"Europe & Central Asia\",\"Lisbon\",-9.13552,38.7072,\"High income\",\"Not classified\"\n\"PRY\",\"PY\",\"Paraguay\",\"Latin America & Caribbean \",\"Asuncion\",-57.6362,-25.3005,\"Upper middle income\",\"IBRD\"\n\"PSE\",\"PS\",\"West Bank and Gaza\",\"Middle East & North Africa\",\"\",NA,NA,\"Lower middle income\",\"Not classified\"\n\"PSS\",\"S2\",\"Pacific island small states\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"PST\",\"V4\",\"Post-demographic dividend\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"PYF\",\"PF\",\"French Polynesia\",\"East Asia & Pacific\",\"Papeete\",-149.57,-17.535,\"High income\",\"Not classified\"\n\"QAT\",\"QA\",\"Qatar\",\"Middle East & North Africa\",\"Doha\",51.5082,25.2948,\"High income\",\"Not classified\"\n\"ROU\",\"RO\",\"Romania\",\"Europe & Central Asia\",\"Bucharest\",26.0979,44.4479,\"Upper middle income\",\"IBRD\"\n\"RRS\",\"R6\",\"Resource rich Sub-Saharan Africa countries\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"RSO\",\"O6\",\"Resource rich Sub-Saharan Africa countries, of which oil exporters\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"RUS\",\"RU\",\"Russian Federation\",\"Europe & Central Asia\",\"Moscow\",37.6176,55.7558,\"Upper middle income\",\"IBRD\"\n\"RWA\",\"RW\",\"Rwanda\",\"Sub-Saharan Africa \",\"Kigali\",30.0587,-1.95325,\"Low income\",\"IDA\"\n\"SAS\",\"8S\",\"South Asia\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"SAU\",\"SA\",\"Saudi Arabia\",\"Middle East & North Africa\",\"Riyadh\",46.6977,24.6748,\"High income\",\"Not classified\"\n\"SCE\",\"L7\",\"Southern Cone\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"SDN\",\"SD\",\"Sudan\",\"Sub-Saharan Africa \",\"Khartoum\",32.5363,15.5932,\"Lower middle income\",\"IDA\"\n\"SEN\",\"SN\",\"Senegal\",\"Sub-Saharan Africa \",\"Dakar\",-17.4734,14.7247,\"Low income\",\"IDA\"\n\"SGP\",\"SG\",\"Singapore\",\"East Asia & Pacific\",\"Singapore\",103.85,1.28941,\"High income\",\"Not classified\"\n\"SLB\",\"SB\",\"Solomon Islands\",\"East Asia & Pacific\",\"Honiara\",159.949,-9.42676,\"Lower middle income\",\"IDA\"\n\"SLE\",\"SL\",\"Sierra Leone\",\"Sub-Saharan Africa \",\"Freetown\",-13.2134,8.4821,\"Low income\",\"IDA\"\n\"SLV\",\"SV\",\"El Salvador\",\"Latin America & Caribbean \",\"San Salvador\",-89.2073,13.7034,\"Lower middle income\",\"IBRD\"\n\"SMR\",\"SM\",\"San Marino\",\"Europe & Central Asia\",\"San Marino\",12.4486,43.9322,\"High income\",\"Not classified\"\n\"SOM\",\"SO\",\"Somalia\",\"Sub-Saharan Africa \",\"Mogadishu\",45.3254,2.07515,\"Low income\",\"IDA\"\n\"SRB\",\"RS\",\"Serbia\",\"Europe & Central Asia\",\"Belgrade\",20.4656,44.8024,\"Upper middle income\",\"IBRD\"\n\"SSA\",\"ZF\",\"Sub-Saharan Africa (excluding high income)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"SSD\",\"SS\",\"South Sudan\",\"Sub-Saharan Africa \",\"Juba\",31.6,4.85,\"Low income\",\"IDA\"\n\"SSF\",\"ZG\",\"Sub-Saharan Africa \",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"SST\",\"S1\",\"Small states\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"STP\",\"ST\",\"Sao Tome and Principe\",\"Sub-Saharan Africa \",\"Sao Tome\",6.6071,0.20618,\"Lower middle income\",\"IDA\"\n\"SUR\",\"SR\",\"Suriname\",\"Latin America & Caribbean \",\"Paramaribo\",-55.1679,5.8232,\"Upper middle income\",\"IBRD\"\n\"SVK\",\"SK\",\"Slovak Republic\",\"Europe & Central Asia\",\"Bratislava\",17.1073,48.1484,\"High income\",\"Not classified\"\n\"SVN\",\"SI\",\"Slovenia\",\"Europe & Central Asia\",\"Ljubljana\",14.5044,46.0546,\"High income\",\"Not classified\"\n\"SWE\",\"SE\",\"Sweden\",\"Europe & Central Asia\",\"Stockholm\",18.0645,59.3327,\"High income\",\"Not classified\"\n\"SWZ\",\"SZ\",\"Swaziland\",\"Sub-Saharan Africa \",\"Mbabane\",31.4659,-26.5225,\"Lower middle income\",\"IBRD\"\n\"SXM\",\"SX\",\"Sint Maarten (Dutch part)\",\"Latin America & Caribbean \",\"Philipsburg\",NA,NA,\"High income\",\"Not classified\"\n\"SXZ\",\"A4\",\"Sub-Saharan Africa excluding South Africa\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"SYC\",\"SC\",\"Seychelles\",\"Sub-Saharan Africa \",\"Victoria\",55.4466,-4.6309,\"High income\",\"IBRD\"\n\"SYR\",\"SY\",\"Syrian Arab Republic\",\"Middle East & North Africa\",\"Damascus\",36.3119,33.5146,\"Lower middle income\",\"IBRD\"\n\"TCA\",\"TC\",\"Turks and Caicos Islands\",\"Latin America & Caribbean \",\"Grand Turk\",-71.141389,21.4602778,\"High income\",\"Not classified\"\n\"TCD\",\"TD\",\"Chad\",\"Sub-Saharan Africa \",\"N'Djamena\",15.0445,12.1048,\"Low income\",\"IDA\"\n\"TEA\",\"T4\",\"East Asia & Pacific (IDA & IBRD countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TEC\",\"T7\",\"Europe & Central Asia (IDA & IBRD countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TGO\",\"TG\",\"Togo\",\"Sub-Saharan Africa \",\"Lome\",1.2255,6.1228,\"Low income\",\"IDA\"\n\"THA\",\"TH\",\"Thailand\",\"East Asia & Pacific\",\"Bangkok\",100.521,13.7308,\"Upper middle income\",\"IBRD\"\n\"TJK\",\"TJ\",\"Tajikistan\",\"Europe & Central Asia\",\"Dushanbe\",68.7864,38.5878,\"Lower middle income\",\"IDA\"\n\"TKM\",\"TM\",\"Turkmenistan\",\"Europe & Central Asia\",\"Ashgabat\",58.3794,37.9509,\"Upper middle income\",\"IBRD\"\n\"TLA\",\"T2\",\"Latin America & the Caribbean (IDA & IBRD countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TLS\",\"TL\",\"Timor-Leste\",\"East Asia & Pacific\",\"Dili\",125.567,-8.56667,\"Lower middle income\",\"Blend\"\n\"TMN\",\"T3\",\"Middle East & North Africa (IDA & IBRD countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TON\",\"TO\",\"Tonga\",\"East Asia & Pacific\",\"Nuku'alofa\",-175.216,-21.136,\"Lower middle income\",\"IDA\"\n\"TSA\",\"T5\",\"South Asia (IDA & IBRD)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TSS\",\"T6\",\"Sub-Saharan Africa (IDA & IBRD countries)\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"TTO\",\"TT\",\"Trinidad and Tobago\",\"Latin America & Caribbean \",\"Port-of-Spain\",-61.4789,10.6596,\"High income\",\"IBRD\"\n\"TUN\",\"TN\",\"Tunisia\",\"Middle East & North Africa\",\"Tunis\",10.21,36.7899,\"Lower middle income\",\"IBRD\"\n\"TUR\",\"TR\",\"Turkey\",\"Europe & Central Asia\",\"Ankara\",32.3606,39.7153,\"Upper middle income\",\"IBRD\"\n\"TUV\",\"TV\",\"Tuvalu\",\"East Asia & Pacific\",\"Funafuti\",179.089567,-8.6314877,\"Upper middle income\",\"IDA\"\n\"TWN\",\"TW\",\"Taiwan, China\",\"East Asia & Pacific\",\"\",NA,NA,\"High income\",\"Not classified\"\n\"TZA\",\"TZ\",\"Tanzania\",\"Sub-Saharan Africa \",\"Dodoma\",35.7382,-6.17486,\"Low income\",\"IDA\"\n\"UGA\",\"UG\",\"Uganda\",\"Sub-Saharan Africa \",\"Kampala\",32.5729,0.314269,\"Low income\",\"IDA\"\n\"UKR\",\"UA\",\"Ukraine\",\"Europe & Central Asia\",\"Kiev\",30.5038,50.4536,\"Lower middle income\",\"IBRD\"\n\"UMC\",\"XT\",\"Upper middle income\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"URY\",\"UY\",\"Uruguay\",\"Latin America & Caribbean \",\"Montevideo\",-56.0675,-34.8941,\"High income\",\"IBRD\"\n\"USA\",\"US\",\"United States\",\"North America\",\"Washington D.C.\",-77.032,38.8895,\"High income\",\"Not classified\"\n\"UZB\",\"UZ\",\"Uzbekistan\",\"Europe & Central Asia\",\"Tashkent\",69.269,41.3052,\"Lower middle income\",\"Blend\"\n\"VCT\",\"VC\",\"St. Vincent and the Grenadines\",\"Latin America & Caribbean \",\"Kingstown\",-61.2653,13.2035,\"Upper middle income\",\"Blend\"\n\"VEN\",\"VE\",\"Venezuela, RB\",\"Latin America & Caribbean \",\"Caracas\",-69.8371,9.08165,\"Upper middle income\",\"IBRD\"\n\"VGB\",\"VG\",\"British Virgin Islands\",\"Latin America & Caribbean \",\"Road Town\",-64.623056,18.431389,\"High income\",\"Not classified\"\n\"VIR\",\"VI\",\"Virgin Islands (U.S.)\",\"Latin America & Caribbean \",\"Charlotte Amalie\",-64.8963,18.3358,\"High income\",\"Not classified\"\n\"VNM\",\"VN\",\"Vietnam\",\"East Asia & Pacific\",\"Hanoi\",105.825,21.0069,\"Lower middle income\",\"Blend\"\n\"VUT\",\"VU\",\"Vanuatu\",\"East Asia & Pacific\",\"Port-Vila\",168.321,-17.7404,\"Lower middle income\",\"IDA\"\n\"WLD\",\"1W\",\"World\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"WSM\",\"WS\",\"Samoa\",\"East Asia & Pacific\",\"Apia\",-171.752,-13.8314,\"Lower middle income\",\"IDA\"\n\"XZN\",\"A5\",\"Sub-Saharan Africa excluding South Africa and Nigeria\",\"Aggregates\",\"\",NA,NA,\"Aggregates\",\"Aggregates\"\n\"YEM\",\"YE\",\"Yemen, Rep.\",\"Middle East & North Africa\",\"Sana'a\",44.2075,15.352,\"Lower middle income\",\"IDA\"\n\"ZAF\",\"ZA\",\"South Africa\",\"Sub-Saharan Africa \",\"Pretoria\",28.1871,-25.746,\"Upper middle income\",\"IBRD\"\n\"ZMB\",\"ZM\",\"Zambia\",\"Sub-Saharan Africa \",\"Lusaka\",28.2937,-15.3982,\"Lower middle income\",\"IDA\"\n\"ZWE\",\"ZW\",\"Zimbabwe\",\"Sub-Saharan Africa \",\"Harare\",31.0672,-17.8312,\"Low income\",\"Blend\"\n" }, { "path": "Functions.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Julia Version 1.0.3\\n\",\n \"Commit 099e826241 (2018-12-18 01:34 UTC)\\n\",\n \"Platform Info:\\n\",\n \" OS: Linux (x86_64-pc-linux-gnu)\\n\",\n \" CPU: Intel(R) Xeon(R) CPU E5-2673 v4 @ 2.30GHz\\n\",\n \" WORD_SIZE: 64\\n\",\n \" LIBM: libopenlibm\\n\",\n \" LLVM: libLLVM-6.0.0 (ORCJIT, broadwell)\\n\",\n \"Environment:\\n\",\n \" JULIABOX = true\\n\",\n \" JULIA_PKG_SERVER = https://pkg.juliacomputing.com\\n\",\n \" JULIA = /opt/julia-0.6/bin/julia\\n\",\n \" JULIA_KERNELS = ['julia-0.6', 'julia-1.0', 'julia-1.0k']\\n\",\n \" JULIA_PKG_TOKEN_PATH = /mnt/juliabox/.julia/token.toml\\n\",\n \" JULIABOX_ROLE = \\n\"\n ]\n }\n ],\n \"source\": [\n \"versioninfo()\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Functions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* A function maps a tuple of arguments to a return value\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## I Creating basic Functions\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"my_addition (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 using the function keyword\\n\",\n \"#Create a function named my_addition\\n\",\n \"#Takes two arguments\\n\",\n \"#Return the addition of the two values\\n\",\n \"function my_addition(x, y)\\n\",\n \" return x + y\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Calling a function\\n\",\n \"#Call the function with two argument values\\n\",\n \"my_addition(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 Built-in functions\\n\",\n \"#The plus, +, symbol (as other arithmetical symbols) are built-in functions\\n\",\n \"+(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Σ (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 4 Using a Unicode symbol as a function name (done by typing \\\\Sigma and hitting the Tab key)\\n\",\n \"function Σ(x, y)\\n\",\n \" return x + y\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"Σ(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## II Anonymous functions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Functions can be assigned to variables\\n\",\n \"* Functions can be used as arguments\\n\",\n \"* Functions can be returned as values\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"#3 (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 An anonymous function\\n\",\n \"x -> x^2 + 3\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Float64,1}:\\n\",\n \" 2.0\\n\",\n \" 3.0\\n\",\n \" 8.0\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 A function as an argument\\n\",\n \"#Passing the round() function as argument to the map() function\\n\",\n \"map(round, [2.1, 3.4, 7.9])\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 4\\n\",\n \" 9\\n\",\n \" 16\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Passing an anonymous function as an arguemt to the map() function\\n\",\n \"map(x -> x^2, [2, 3, 4])\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## III Tuples and functions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Tuples are immutable collections\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(1, \\\"Julia\\\", 7)\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Examples of tuples\\n\",\n \"my_tuple = (1, \\\"Julia\\\", 7)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Tuple{Int64,String,Int64}\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(my_tuple)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(4,)\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# * Single value tuple must have a comma\\n\",\n \"my_second_tuple = (4,)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Tuple{Int64}\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(my_second_tuple)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Indexing a tuple\\n\",\n \"length(my_tuple)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"Julia\\\"\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"my_tuple[2]\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(a = 4, b = \\\"Julia\\\", c = 3)\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 Tuple indexing\\n\",\n \"# * Named tuple creates a name for each element\\n\",\n \"my_other_tuple = (a = 4, b = \\\"Julia\\\", c = 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"Julia\\\"\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Indexing tuple by name\\n\",\n \"my_other_tuple.b\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"my_function (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 4 Function returns\\n\",\n \"# * Multiple return values of a function are tuples\\n\",\n \"function my_function(a, b)\\n\",\n \" return a + b, a - b\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(15, 5)\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Calling the function\\n\",\n \"my_function(10, 5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Tuple{Int64,Int64}\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Looking up the type of the function return\\n\",\n \"typeof(my_function(10, 5))\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(15, 5)\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#This allows for each element to be given a variable name\\n\",\n \"r, s = my_function(10, 5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"15\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"r\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"s\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## IV Functions with keyword arguments\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"* Keyword arguments are added after semi-colon\\n\",\n \"* Their order is not explicit\\n\",\n \"* Default values are addded\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"my_keyword_function (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 1 Creating a function with a keyword argument\\n\",\n \"function my_keyword_function(x, y; z = 3)\\n\",\n \" return x + y + z\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 2 Omission of keyword argument uses default\\n\",\n \"my_keyword_function(1, 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"13\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 3 Keyword argument names must be used\\n\",\n \"my_keyword_function(1, 2, z = 10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Float64,1}:\\n\",\n \" 0.0 \\n\",\n \" 1.0 \\n\",\n \" 1.2246467991473532e-16\\n\",\n \" -1.0 \\n\",\n \" 1.2246467991473532e-16\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# 4 Use of dot notation for functions\\n\",\n \"#Passes a collection elementwise to a function\\n\",\n \"#Use instead of map()\\n\",\n \"sin.([0., π/2., π, 3/2. * π, π])\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.0.3\",\n \"language\": \"julia\",\n \"name\": \"julia-1.0\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.0.3\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": "Functions_using_v_1.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Functions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## In this lesson\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Creating a simple single expression function](#Creating-a-simple-single-expression-function)\\n\",\n \"- [Multiple expression functions](#Multiple-expression-functions)\\n\",\n \"- [Flow control in a function](#Flow-control-in-a-function)\\n\",\n \"- [Using optional arguments](#Using-optional-arguments)\\n\",\n \"- [Using keyword arguments to bypass the order problem](#Using-keyword-arguments-to-bypass-the-order-problem)\\n\",\n \"- [Functions with a variable number of arguments](#Functions-with-a-variable-number-of-arguments)\\n\",\n \"- [Passing arrays as function arguments](#Passing-arrays-as-function-arguments)\\n\",\n \"- [Type parameters](#Type-parameters)\\n\",\n \"- [Stabby functions and do blocks](#Stabby-functions-and-do-blocks)\\n\",\n \"- [Using functions as arguments](#Using-functions-as-arguments)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Introduction\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia is a functional language. Given specific information (called arguments), a function is a keyword that executes a task according to rules designed specifically for that function. Think of arithmetical addition as a task (a function) and the values to be added as the arguments.\\n\",\n \"The term _multiple dispatch_ refers to calling the right implementation of a function based on the arguments. Note that only the positional arguments are used to look up the correct method. When the function is used again, but with different argument types, a new method is selected. This is called _overloading_.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"While we would usually think of the task of addition as a single task, adding numbers, it can in fact be seen as more than one function. One with rules for adding integers, one for adding real numbers, one for adding complex numbers, and so on. So, when we call a function (typing the specific keyword and adding the arguments is referred to as _calling the function_), we actually call a whole buch of them. Julia decides which one it is going to use based on the argument types (there is a lookup table for every function, which is stored with the function). Julia generates low-level code based on your computer's instruction set. So, when you create a function () such as...\\n\",\n \"```\\n\",\n \"function cbd(a)\\n\",\n \" return a^3\\n\",\n \"end\\n\",\n \"```\\n\",\n \"... a whole bunch of methods are created (the different implementations of a function are called _methods_). When the function is called with an integer argument, Julia will generate code that uses the CPU's integer multiplication instruction set and when a floating point value is used, the floating point multiplication instruction set will be targeted.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's have a look at a quintessential Julia function. You might not recognize it at first, but typing `2 + 3` is actually converted to a keyword with arguments when executed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Adding 2 and 3\\n\",\n \"2 + 3\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `+` symbol is actual a function name. The typical _architecture_ of a Julia function is then a keyword, with a set of arguments, seperated by commas, all inside of a set of parenthesis.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Addition as a function\\n\",\n \"+(2, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Creating a simple single expression function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Functions in Julia can be created much like a mathematical function. Below we create a function called `f` that takes a single argument. We use the character `x` as placeholder argument. The right-hand side of the equation stipulates the task that we want the function to perform, given a value for the argument.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"f (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A function to square the argument value\\n\",\n \"f(x) = x^2\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"1 method for generic function f:\"\n ],\n \"text/plain\": [\n \"# 1 method for generic function \\\"f\\\":\\n\",\n \"[1] f(x) in Main at In[1]:2\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(f)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can no call the function and provide an argument.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"100\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Squaring 10\\n\",\n \"f(10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The answer is $100$ as expected.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Whilest our function seems algebraic in nature, we can create a similar function that will act on a string.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"p (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a function to print input to the screen\\n\",\n \"p(x) = println(x, \\\" was entered!\\\") # The comma concatenates the two strings\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we now pass a string as argument and see the result.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Julia was entered!\\n\"\n ]\n }\n ],\n \"source\": [\n \"# Passing the string \\\"Julia\\\"\\n\",\n \"p(\\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can use more than one argument too.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"g (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Simple replication of the + function for two arguments\\n\",\n \"g(x, y) = x + y\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Passing two numbers as arguments now adds the two values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"g(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Multiple expression functions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"With single expression functions, it was convenient to use the shortcut (almost mathematical) syntax we used above. If we want a function to do a few more things, even have flow control, we have to use function syntax. In the first example below we will have a function that takes two arguments and performs two tasks (has two expressions).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The creation of such a proper Julia function is achieved using the `function` keyword. this is followed by the name given to our new function. It is important to stick to conventions and not use illegal words and characters. The former included reserved keywords that are already Julia functions and the latter includes leading numbers.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A list of placeholder symbols for our arguments follow. In the function below, we use two arguments. The first task we would like the function to perform is to print the two values that are entered as arguments. The second multiplies the values. All function are completed with the `end` keyword.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"mltpl (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Declaring the block of code as a function using the function keyword, giving it a name,\\n\",\n \"# and listing the arguments\\n\",\n \"function mltpl(x, y)\\n\",\n \" print(\\\"The first value is $x and the second value is $y.\\\\n$x x $y is:\\\")\\n\",\n \" # The dollar signs are placeholders for the argument values\\n\",\n \" # The \\\\n combination indicates a new-line\\n\",\n \" x * y\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first value is 3 and the second value is 4.\\n\",\n \"3 x 4 is:\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"mltpl(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `return` keyword can be used to force a halt to the taks being performed. It is not immediately obvious how this can be helpful. Below is a demonstartion. (An example that shows the usefulness of the `return` keyword is shown in [Flow control in a function](#Flow-control-in-a-function) below.)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"mltpl_return (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The expression (task) after the return keyword will be ignored\\n\",\n \"function mltpl_return(x, y)\\n\",\n \" print(\\\"The first value is $x and the second value is $y.\\\\n$x x $y is:\\\")\\n\",\n \" # The dollar signs are placeholders for the argument values\\n\",\n \" # The \\\\n combination indicates a new-line\\n\",\n \" return x * y\\n\",\n \" x + y # Adding addition of the two argument values after the return keyword\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first value is 3 and the second value is 4.\\n\",\n \"3 x 4 is:\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"mltpl_return(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The omission of the `return` keyword can lead to some unexpected behaviour. Below, we print a line in the first expression, than successively add, subtract, and multiply the two argument values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"omit_return (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function omit_return(x, y)\\n\",\n \" println(\\\"The argument values that were passed are $x and $y\\\")\\n\",\n \" x + y\\n\",\n \" x - y\\n\",\n \" x * y\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The argument values that were passed are 3 and 4\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"omit_return(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Only the `println()` expression and the last expression were executed. We can correct this as shown below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"multiple_return (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function multiple_return(x , y)\\n\",\n \" println(\\\"The argument values that were passed are $x and $y\\\")\\n\",\n \" x + y, x - y, x * y\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The argument values that were passed are 3 and 4\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"(7, -1, 12)\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"multiple_return(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We see the result of the arithmetical operations are returned as a tuple. This can be useful as we can assign a computer variable name to each of the elements in the tuple.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The argument values that were passed are 3 and 4\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"(7, -1, 12)\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"ans1, ans2, ans3 = multiple_return(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"7\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling the value in ans1\\n\",\n \"ans1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"-1\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"ans2\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"ans3\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Flow control in a function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A function can have flow control, i.e. `if-else` statements as tasks. Below is an example that also makes the benefits of the use of the `return` keyword more obvious.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The aim of the function is to return the absolute value of the difference between two numbers, without the use of the `abs()` function. The latter returns the absolute value of a value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"abs_diff (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function abs_diff(x, y)\\n\",\n \" if x >= y\\n\",\n \" return x - y\\n\",\n \" end\\n\",\n \" return y - x\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The absolute value of 4 - 3\\n\",\n \"abs_diff(4, 3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The absolute value of 10 - 12\\n\",\n \"abs_diff(10, 12)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Using optional arguments\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Optional arguments can be passed as arguments when a function is being created. These are provided with default values. When they are not used when calling the function, these default values are used. They can be overwritten when the argument is called, though.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"func (generic function with 2 methods)\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function func(a, b, c = 100)\\n\",\n \" print(\\\" We have the values $a, $b, and $c.\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When omitting to provide the third argument, the default of $100$ is used.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \" We have the values 10, 20, and 100.\"\n ]\n }\n ],\n \"source\": [\n \"# Omitting the third argument\\n\",\n \"func(10, 20)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below, we provide a different value to the third argument.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \" We have the values 10, 20, and 1000.\"\n ]\n }\n ],\n \"source\": [\n \"func(10, 20, 1000)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Using keyword arguments to bypass the order problem\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create function with many, many argument. Problem is, we might forget the argument order when calling the function and passing values to it. To solve this problem the semi-colon (;) can be used (usually after the ordered arguments). Let's take a look.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"func2 (generic function with 2 methods)\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A most ridiculously long print statement (apologies)\\n\",\n \"function func2(a, b, c = 100 ; p = 100, q = \\\"red\\\")\\n\",\n \" println(\\\"The first ordered argument value is $(a).\\\")\\n\",\n \" println(\\\"The second ordered argumnent is $(b).\\\")\\n\",\n \" println(\\\"The third ordered argument was optional.\\\")\\n\",\n \" println(\\\"If you see a value of 100 here, you either passed a value of 100 or omitted it: $(c).\\\")\\n\",\n \" println(\\\"Let's see what happend to the keyword p: $(p).\\\")\\n\",\n \" println(\\\"Let's see what happens to the keyword q: $(q).\\\")\\n\",\n \" println(\\\"Oh yes, let's also return something useful, like multiplying $(a) and $(b), yielding:\\\")\\n\",\n \" return a * b\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can now call the function with just the first two arguments.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 100.\\n\",\n \"Let's see what happend to the keyword p: 100.\\n\",\n \"Let's see what happens to the keyword q: red.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling just the first two ordered arguments\\n\",\n \"func2(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now, let's change the default value for the third arguments and then also some of the keyword arguments.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 5.\\n\",\n \"Let's see what happend to the keyword p: 100.\\n\",\n \"Let's see what happens to the keyword q: red.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling something else for c\\n\",\n \"func2(3, 4, 5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 100.\\n\",\n \"Let's see what happend to the keyword p: π = 3.1415926535897....\\n\",\n \"Let's see what happens to the keyword q: red.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Now let's have some fun with the keyword arguments\\n\",\n \"func2(3, 4, p = pi) # Using the pi Julia keyword\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 2.\\n\",\n \"Let's see what happend to the keyword p: 100.\\n\",\n \"Let's see what happens to the keyword q: Hello!.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Now for q\\n\",\n \"func2(3, 4, 2, q = \\\"Hello!\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The order of the keyword arguments can now be changed when calling the function. As long as we remember to use their names.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 2.\\n\",\n \"Let's see what happend to the keyword p: 2.718281828459045.\\n\",\n \"Let's see what happens to the keyword q: It works!.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Mixing the keyword arguments around\\n\",\n \"func2(3, 4, 2, q = \\\"It works!\\\", p = exp(1))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The keyword arguments can indeed be placed anywhere, simply use their names. The values before the semicolon, though has to be used, or at least interspersed in the correct order.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The first ordered argument value is 3.\\n\",\n \"The second ordered argumnent is 4.\\n\",\n \"The third ordered argument was optional.\\n\",\n \"If you see a value of 100 here, you either passed a value of 100 or omitted it: 2.\\n\",\n \"Let's see what happend to the keyword p: 1.7320508075688772.\\n\",\n \"Let's see what happens to the keyword q: Bananas!.\\n\",\n \"Oh yes, let's also return something useful, like multiplying 3 and 4, yielding:\\n\"\n ]\n },\n {\n \"data\": {\n \"text/plain\": [\n \"12\"\n ]\n },\n \"execution_count\": 33,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# And finally, we go bananas!\\n\",\n \"func2(q = \\\"Bananas!\\\", 3, 4, p = sqrt(3), 2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Functions with a variable number of arguments\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can use three dots, as in ..., (called a splat or ellipsis) to indicate none, one, or many arguments. Let's take a look.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"func3 (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 34,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function func3(args...)\\n\",\n \" print(\\\"I can tell you how many arguments you passed: $(length(args)).\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The function simply counts the number of arguments passed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I can tell you how many arguments you passed: 0.\"\n ]\n }\n ],\n \"source\": [\n \"# Calling nothing, nothing, nothing. Hello! Is anyone home?\\n\",\n \"func3()\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below, we take a look at what happens when we pass a variety of arguments.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I can tell you how many arguments you passed: 1.\"\n ]\n }\n ],\n \"source\": [\n \"# Now someone's home!\\n\",\n \"func3(1000000)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I can tell you how many arguments you passed: 1.\"\n ]\n }\n ],\n \"source\": [\n \"# It's Julia!\\n\",\n \"func3(\\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I can tell you how many arguments you passed: 2.\"\n ]\n }\n ],\n \"source\": [\n \"# Passing two arguments\\n\",\n \"func3(\\\"Hello\\\", \\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I can tell you how many arguments you passed: 7.\"\n ]\n }\n ],\n \"source\": [\n \"# Passing multiple arguments of different types\\n\",\n \"func3(\\\"Julia\\\", \\\"is\\\", 1, \\\"in\\\", \\\"a\\\", 1000000, \\\"!\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The splat or ellipsis as indicator of allowing the use of multiple (infinite) arguments, can solve some problems. In the example below we will pass a list of strings as arguments and see what happens.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 42,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"surgery (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 42,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A functions that joins strings\\n\",\n \"function surgery(string_array)\\n\",\n \" string_items = join(string_array, \\\", \\\", \\\" and \\\") # Creating a computer variable to hold\\n\",\n \" # the arguments and concatenate a comma and the word and\\n\",\n \" print(\\\"Today I performed the following operations: $string_items\\\", \\\"!\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Today I performed the following operations: colonic resection and appendectomy!\"\n ]\n }\n ],\n \"source\": [\n \"# Passing two arguments\\n\",\n \"surgery([\\\"colonic resection\\\", \\\"appendectomy\\\"])\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Today I performed the following operations: a, p, p, e, n, d, e, c, t, o, m and y!\"\n ]\n }\n ],\n \"source\": [\n \"# What if I forget the square brackets []\\n\",\n \"# The join() function will act on the characters in the string\\n\",\n \"surgery(\\\"appendectomy\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"splat_surgery (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Now we don't restrict the number of arguments\\n\",\n \"function splat_surgery(stringsss...)\\n\",\n \" string_items = join(stringsss, \\\", \\\", \\\" and \\\")\\n\",\n \" print(\\\"Today I performed the following operations: $string_items\\\", \\\"!\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Today I performed the following operations: appendectomy!\"\n ]\n }\n ],\n \"source\": [\n \"splat_surgery(\\\"appendectomy\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"For the sake of clarity, look at the following example to see what Julia does to the args... arguments. You will note that it is actually managed as a tuple.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"argues (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 47,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function argues(a, b, s...)\\n\",\n \" print(\\\"The argument values are: $a, $b, and $s\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The argument values are: 3, 4, and (5, 6, 7, 8, \\\"Julia\\\")\"\n ]\n }\n ],\n \"source\": [\n \"# The first two values, 3 and 4, have proper assignment, but the rest will be in a tuple\\n\",\n \"argues(3, 4, 5, 6, 7, 8, \\\"Julia\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"The argument values are: 3, 4, and ()\"\n ]\n }\n ],\n \"source\": [\n \"# Now for an empty tuple\\n\",\n \"argues(3, 4)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now for some real fun. We can combine keywords and splats. Have a look at this.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"fun_func (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a function that only contains keywords, but they are\\n\",\n \"# splats\\n\",\n \"function fun_func(; a...)\\n\",\n \" a\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"pairs(::NamedTuple) with 3 entries:\\n\",\n \" :var1 => \\\"Julia\\\"\\n\",\n \" :var2 => \\\"Language\\\"\\n\",\n \" :val1 => 3\"\n ]\n },\n \"execution_count\": 51,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling the fun_func() function, remembering to give the keywords names\\n\",\n \"fun_func(var1 = \\\"Julia\\\", var2 = \\\"Language\\\", val1 = 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We now have a collection of (key, value) tuples, with the key coming from the name we gave the keyword argument. Moreover, it is actually a symbol which you will note by the colon (:) preceding it.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Passing arrays as function arguments\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Once a function is defined, an array of values can be passed to it using the `map()` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Creating an array\\n\",\n \"xvals = [-3, -2.5, -2, -1.5, -1, -0.5, 0, 0.5, 1, 1.5, 2, 2.5, 3];\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 53,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"sqr (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 53,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating the function\\n\",\n \"function sqr(a)\\n\",\n \" return a^2\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `map()` function will now map the function to each value in the array.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 54,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"13-element Array{Float64,1}:\\n\",\n \" 9.0 \\n\",\n \" 6.25\\n\",\n \" 4.0 \\n\",\n \" 2.25\\n\",\n \" 1.0 \\n\",\n \" 0.25\\n\",\n \" 0.0 \\n\",\n \" 0.25\\n\",\n \" 1.0 \\n\",\n \" 2.25\\n\",\n \" 4.0 \\n\",\n \" 6.25\\n\",\n \" 9.0 \"\n ]\n },\n \"execution_count\": 54,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Mapping the array to the function\\n\",\n \"map(sqr, xvals)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The dot notation after a function achieves the same results.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"13-element Array{Float64,1}:\\n\",\n \" 9.0 \\n\",\n \" 6.25\\n\",\n \" 4.0 \\n\",\n \" 2.25\\n\",\n \" 1.0 \\n\",\n \" 0.25\\n\",\n \" 0.0 \\n\",\n \" 0.25\\n\",\n \" 1.0 \\n\",\n \" 2.25\\n\",\n \" 4.0 \\n\",\n \" 6.25\\n\",\n \" 9.0 \"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"sqr.(xvals)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Type parameters\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"It is possible to limit a function to accepting only cenrtain argument types.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"m (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 58,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function m(x::Int)\\n\",\n \" return 3 * x\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using the `methods()` function, we can now see that only integers argument values are allowed.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"1 method for generic function m:\"\n ],\n \"text/plain\": [\n \"# 1 method for generic function \\\"m\\\":\\n\",\n \"[1] m(x::Int64) in Main at In[58]:2\"\n ]\n },\n \"execution_count\": 60,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(m)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling the function with an integer\\n\",\n \"m(3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A flotaing point value such as `m(3.)` will result in an error.\\n\",\n \"```\\n\",\n \"MethodError: no method matching m(::Float64)\\n\",\n \"Closest candidates are:\\n\",\n \" m(!Matched::Int64) at In[58]:2\\n\",\n \"\\n\",\n \"Stacktrace:\\n\",\n \" [1] top-level scope at In[62]:1\\n\",\n \" ```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Stabby functions and do blocks\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Stabby lambda functions as they are called, are quick-and-dirty functions. They are examples of anonymous functions, the latter referring to the fact that they don't have a name. The do block is also a form of anonymous function. Let's look at some examples.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"#5 (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The Julia syntax uses the -> character combinations, hence stabby!\\n\",\n \"x -> 2x^2 + 3x - 2\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can now us the `map()` function to apply the values in an array to this stabby function. Note that the stabby function cannot be called.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 3\\n\",\n \" 12\\n\",\n \" 25\\n\",\n \" 42\\n\",\n \" 63\"\n ]\n },\n \"execution_count\": 69,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"map(x -> 2x^2 + 3x - 2, [1, 2, 3, 4, 5])\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"There is another way of achieving this using `do` blocks.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 3\\n\",\n \" 12\\n\",\n \" 25\\n\",\n \" 42\\n\",\n \" 63\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Let's do something\\n\",\n \"map([1, 2, 3, 4, 5]) do x\\n\",\n \" 2x^2 + 3x - 2\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `do` block can do some more!\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Int64,1}:\\n\",\n \" 300\\n\",\n \" 600\\n\",\n \" 900\\n\",\n \" 2000\\n\",\n \" 3300\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"map([3, 6, 9, 10, 11]) do x\\n\",\n \" if mod(x, 3) == 0 # If the value is divisible by 3\\n\",\n \" 100x\\n\",\n \" elseif mod(x, 3) == 1 # If the remainder after dividing by 3 is 1\\n\",\n \" 200x\\n\",\n \" else\\n\",\n \" mod(x, 3) == 2 # If the remainder is 2\\n\",\n \" 300x\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Using functions as arguments\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As the title of this section implies, we can pass a function as an argument. That functional argument will actually call the function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 75,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"luv (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 75,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# First function\\n\",\n \"function string_func(s)\\n\",\n \" str = s()\\n\",\n \" print(\\\"I love $str\\\", \\\"!\\\")\\n\",\n \"end\\n\",\n \"\\n\",\n \"# Second function\\n\",\n \"function luv()\\n\",\n \" return(\\\"Julia\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"I love Julia!\"\n ]\n }\n ],\n \"source\": [\n \"string_func(luv)\\n\",\n \"# Calling the function string_func\\n\",\n \"# Passing a function as an argument, which then calls that function\\n\",\n \"# The called luv function returns the string Julia, which is now the argument of the originally called function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.1.0\",\n \"language\": \"julia\",\n \"name\": \"julia-1.1\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.1.0\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": "GadflyTutorialData.csv", "content": "Patient,Gender,Age,Variable1,Variable2,Variable3,Variable4,Category1,Category2,Category3\r1,F,37,22.3,104,5.3,64,A,C,P\r2,F,55,12.1,84,12.7,58,B,X,Q\r3,M,44,15.6,101,6.9,68,A,R,Q\r4,F,54,20.8,111,14.8,54,B,C,R\r5,M,41,21.5,106,25.1,50,A,X,P\r6,F,51,14.7,112,14.1,70,B,R,R\r7,M,42,18.7,99,0.3,63,A,C,P\r8,M,50,22.1,102,5.7,62,B,X,R\r9,M,50,11.6,114,12,64,A,R,P\r10,F,55,18.9,107,7.8,54,B,C,P\r11,F,37,9.5,109,12.8,58,A,X,Q\r12,F,36,11.1,102,0.5,53,B,R,Q\r13,M,45,13.4,95,6.7,62,A,C,R\r14,F,54,9.1,69,11.2,50,B,X,P\r15,M,38,16,105,4.9,62,A,R,R\r16,F,35,14.7,106,3.8,56,B,C,P\r17,M,44,10.4,102,8.3,50,A,X,R\r18,M,47,23.6,100,23.6,65,B,R,P\r19,M,55,8.6,109,9.2,66,A,C,P\r20,F,46,10.4,86,4.9,66,B,X,Q\r21,F,38,11.8,91,5.9,55,A,R,Q\r22,F,51,16.5,106,5,62,B,C,R\r23,M,36,20,103,8.1,70,A,X,P\r24,F,55,23.8,95,3.2,64,B,R,R\r25,M,48,14.4,101,3.3,67,A,C,P\r26,F,51,11.7,93,11.9,67,B,X,R\r27,M,37,18.5,99,9.8,55,A,R,P\r28,M,40,14.9,94,9.2,53,B,C,P\r29,M,51,19.8,97,57.9,63,A,X,Q\r30,F,35,10.6,97,3.9,60,B,R,Q\r31,F,43,23.6,99,3.4,60,A,C,R\r32,F,53,21.1,92,22,66,B,X,P\r33,M,45,13.9,119,18.4,51,A,R,R\r34,F,42,15.7,101,20.7,64,B,C,P\r35,M,52,24.7,84,19.8,68,A,X,R\r36,F,35,12.6,95,1.3,55,B,R,P\r37,M,42,16.4,106,18.1,59,A,C,P\r38,M,49,18.4,120,5.9,54,B,X,Q\r39,M,47,13.4,98,19.6,61,A,R,Q\r40,F,55,20.5,88,0.3,68,B,C,R\r41,F,38,13.8,101,11.5,61,A,X,P\r42,F,54,10.3,110,17.2,50,B,R,R\r43,M,39,22.5,116,14.4,51,A,C,P\r44,F,44,16.2,98,1.9,54,B,X,R\r45,M,37,15.5,102,6.3,55,A,R,P\r46,F,47,18.7,96,5.4,57,B,C,P\r47,M,53,8.8,92,6.3,50,A,X,Q\r48,M,54,13.2,90,18.3,62,B,R,Q\r49,M,42,17.2,86,0.2,52,A,C,R\r50,F,52,12.7,104,26.4,53,B,X,P\r51,F,36,9.1,97,14.5,64,A,R,R\r52,F,53,14.5,101,13.9,50,B,C,P\r53,M,44,12.2,111,14.7,60,A,X,R\r54,F,35,20.1,84,7.5,53,B,R,P\r55,M,48,15.4,92,11.3,54,A,C,P\r56,F,41,18.8,96,10,65,B,X,Q\r57,M,53,23.3,104,3.2,69,A,R,Q\r58,M,46,21.3,101,3.5,60,B,C,R\r59,M,55,16.3,100,2.1,58,A,X,P\r60,F,54,14.8,110,8.3,61,B,R,R\r61,F,41,17,111,4.6,50,A,C,P\r62,F,50,11.5,93,4.8,53,B,X,R\r63,M,48,12.1,106,0.8,63,A,R,P\r64,F,47,8.5,110,32.4,50,B,C,P\r65,M,35,12.3,90,11.2,70,A,X,Q\r66,F,49,23.8,105,4.9,68,B,R,Q\r67,M,45,16.7,108,9.7,58,A,C,R\r68,M,48,14,93,8.7,68,B,X,P\r69,M,52,24.8,103,0.2,60,A,R,R\r70,F,51,24.9,119,7.6,54,B,C,P\r71,F,37,12.9,94,2.4,69,A,X,R\r72,F,40,24.4,84,3.2,61,B,R,P\r73,M,44,14.3,78,1.5,53,A,C,P\r74,F,42,16.6,108,19.5,66,B,X,Q\r75,M,49,24.3,114,11.5,62,A,R,Q\r76,F,54,17.9,90,3.9,54,B,C,R\r77,M,43,21.2,99,3.9,61,A,X,P\r78,M,41,11.3,97,17.7,70,B,R,R\r79,M,45,22.4,106,0.8,62,A,C,P\r80,F,39,19.3,103,10.7,57,B,X,R\r81,F,39,15.1,90,3.1,61,A,R,P\r82,F,42,23,97,14.3,64,B,C,P\r83,M,40,19.5,103,27.3,65,A,X,Q\r84,F,42,22.5,98,7.7,51,B,R,Q\r85,M,50,8.8,103,1.7,59,A,C,R\r86,F,45,14.4,99,7.4,63,B,X,P\r87,M,37,8.6,93,21.7,58,A,R,R\r88,M,50,12.8,97,0.6,50,B,C,P\r89,M,52,14.3,91,7.6,70,A,X,R\r90,F,52,19.9,105,14.6,53,B,R,P\r91,F,53,19.7,118,2.7,59,A,C,P\r92,F,50,10,102,0.6,54,B,X,Q\r93,M,54,22.8,108,17.4,51,A,R,Q\r94,F,41,24.7,91,16.2,64,B,C,R\r95,M,54,9.4,108,1.5,58,A,X,P\r96,F,39,22.4,99,4.1,50,B,R,R\r97,M,46,21.1,84,8.8,65,A,C,P\r98,M,43,19.1,99,13.4,65,B,X,R\r99,M,53,15.7,93,0.5,51,A,R,P\r100,F,38,24.8,99,5.1,57,B,C,P\r101,F,55,18.6,95,23.3,53,A,C,P\r102,F,52,24.8,106,7.2,52,B,X,Q\r103,M,53,15,91,7.9,50,A,R,Q\r104,F,46,11.6,114,0.5,57,B,C,R\r105,M,43,12.9,106,7.5,64,A,X,P\r106,F,53,22.8,106,8.6,51,B,R,R\r107,M,38,17.7,123,0.1,69,A,C,P\r108,M,52,19.3,93,25,67,B,X,R\r109,M,44,12.3,87,24.6,50,A,R,P\r110,F,40,13.7,112,3.2,50,B,C,P\r111,F,49,16.6,104,5.4,68,A,X,Q\r112,F,44,23.7,88,18.3,55,B,R,Q\r113,M,40,22.5,101,7.4,53,A,C,R\r114,F,43,14.9,85,53.9,66,B,X,P\r115,M,52,23.8,111,2.1,68,A,R,R\r116,F,42,21.4,107,2.1,67,B,C,P\r117,M,53,11.6,100,4.6,56,A,X,R\r118,M,37,20.9,105,1.3,64,B,R,P\r119,M,53,17.3,104,11.8,67,A,C,P\r120,F,37,15.3,98,4.4,50,B,X,Q\r121,F,47,16.8,90,0.7,62,A,R,Q\r122,F,37,23.2,112,1.1,51,B,C,R\r123,M,42,19.2,106,12.3,69,A,X,P\r124,F,55,21.7,98,9.3,70,B,R,R\r125,M,53,16.8,101,1.4,56,A,C,P\r126,F,52,24.4,107,5.5,60,B,X,R\r127,M,46,13.1,115,5.6,69,A,R,P\r128,M,45,23,101,5.7,70,B,C,P\r129,M,53,12,101,22.7,55,A,X,Q\r130,F,44,24.5,87,8.8,58,B,R,Q\r131,F,40,17.7,93,5.6,54,A,C,R\r132,F,40,10.5,100,10.3,50,B,X,P\r133,M,50,16.2,98,4.2,66,A,R,R\r134,F,37,22.7,117,0.3,52,B,C,P\r135,M,40,23.5,84,2.9,67,A,X,R\r136,F,47,18.3,104,17.8,57,B,R,P\r137,M,54,15.5,74,12.8,58,A,C,P\r138,M,41,24.1,117,24.5,59,B,X,Q\r139,M,47,10.6,110,19.4,61,A,R,Q\r140,F,50,13.9,104,8,55,B,C,R\r141,F,48,19.3,97,5.6,68,A,X,P\r142,F,47,17.3,108,11.7,69,B,R,R\r143,M,51,24.6,111,2,64,A,C,P\r144,F,38,24.7,111,7.3,54,B,X,R\r145,M,36,22.4,95,7.7,58,A,R,P\r146,F,52,24.5,93,5,69,B,C,P\r147,M,36,11.4,103,2.2,63,A,X,Q\r148,M,41,24.3,93,0.5,57,B,R,Q\r149,M,36,18.1,98,10.6,69,A,C,R\r150,F,53,24.5,87,10.9,51,B,X,P\r151,F,39,23.3,90,1,56,A,R,R\r152,F,55,23.7,118,27,66,B,C,P\r153,M,37,20.4,104,20.8,65,A,X,R\r154,F,42,21.6,95,24.2,70,B,R,P\r155,M,44,15.1,95,77.9,64,A,C,P\r156,F,53,12.3,105,17.9,65,B,X,Q\r157,M,39,10.2,104,22.7,62,A,R,Q\r158,M,50,18.2,102,8.3,57,B,C,R\r159,M,48,20.1,91,1.1,62,A,X,P\r160,F,54,15,98,2.4,69,B,R,R\r161,F,52,9.7,104,1.3,50,A,C,P\r162,F,46,21.3,105,6.8,68,B,X,R\r163,M,36,15.2,96,18.7,51,A,R,P\r164,F,40,12.5,96,8.9,52,B,C,P\r165,M,48,10.4,105,5.1,60,A,X,Q\r166,F,36,20,105,27.2,62,B,R,Q\r167,M,37,17.2,98,7.1,67,A,C,R\r168,M,54,19.7,109,3.9,70,B,X,P\r169,M,47,19.9,93,13.8,51,A,R,R\r170,F,55,9.3,111,20.5,62,B,C,P\r171,F,41,16,90,51.1,55,A,X,R\r172,F,50,14.5,89,1.5,70,B,R,P\r173,M,42,12.3,64,12.6,70,A,C,P\r174,F,52,8.9,103,12.8,58,B,X,Q\r175,M,43,21.1,112,13.8,65,A,R,Q\r176,F,47,21.4,125,0.5,50,B,C,R\r177,M,50,10.2,101,9.9,70,A,X,P\r178,M,52,23.9,73,7.1,58,B,R,R\r179,M,49,17.4,93,4.1,62,A,C,P\r180,F,47,10.3,111,10,55,B,X,R\r181,F,40,8.9,88,29.6,55,A,R,P\r182,F,51,22.6,86,17.7,61,B,C,P\r183,M,37,22.8,102,6.4,58,A,X,Q\r184,F,52,23.4,107,30.1,65,B,R,Q\r185,M,39,21,98,5,65,A,C,R\r186,F,53,24.3,105,1.3,62,B,X,P\r187,M,45,11,94,7.6,50,A,R,R\r188,M,53,14.1,99,46.1,53,B,C,P\r189,M,37,17.8,104,2.1,52,A,X,R\r190,F,54,11.8,92,0.6,66,B,R,P\r191,F,54,23.6,93,6.3,51,A,C,P\r192,F,47,13.5,99,0.1,70,B,X,Q\r193,M,42,16,108,1.7,51,A,R,Q\r194,F,53,14.3,96,7.7,58,B,C,R\r195,M,54,9.7,100,1.3,55,A,X,P\r196,F,40,9.6,103,12.1,56,B,R,R\r197,M,42,12.6,109,3.6,68,A,C,P\r198,M,49,11.2,95,1.8,53,B,X,R\r199,M,36,24.2,97,8.2,58,A,R,P\r200,F,48,10.3,114,20.4,63,B,C,P\r\n" }, { "path": "Indicators.csv", "content": "\"indicator\",\"name\",\"description\",\"source_database\",\"source_organization\"\n\"1.0.HCount.1.90usd\",\"Poverty Headcount ($1.90 a day)\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.HCount.2.5usd\",\"Poverty Headcount ($2.50 a day)\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.HCount.Mid10to50\",\"Middle Class ($10-50 a day) Headcount\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.HCount.Ofcl\",\"Official Moderate Poverty Rate-National\",\"The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of data from National Statistical Offices.\"\n\"1.0.HCount.Poor4uds\",\"Poverty Headcount ($4 a day)\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.HCount.Vul4to10\",\"Vulnerable ($4-10 a day) Headcount\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PGap.1.90usd\",\"Poverty Gap ($1.90 a day)\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PGap.2.5usd\",\"Poverty Gap ($2.50 a day)\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PGap.Poor4uds\",\"Poverty Gap ($4 a day)\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PSev.1.90usd\",\"Poverty Severity ($1.90 a day)\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PSev.2.5usd\",\"Poverty Severity ($2.50 a day)\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.0.PSev.Poor4uds\",\"Poverty Severity ($4 a day)\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.HCount.1.90usd\",\"Poverty Headcount ($1.90 a day)-Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.HCount.2.5usd\",\"Poverty Headcount ($2.50 a day)-Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.HCount.Mid10to50\",\"Middle Class ($10-50 a day) Headcount-Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.HCount.Ofcl\",\"Official Moderate Poverty Rate- Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of data from National Statistical Offices.\"\n\"1.1.HCount.Poor4uds\",\"Poverty Headcount ($4 a day)-Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.HCount.Vul4to10\",\"Vulnerable ($4-10 a day) Headcount-Rural\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PGap.1.90usd\",\"Poverty Gap ($1.90 a day)-Rural\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PGap.2.5usd\",\"Poverty Gap ($2.50 a day)-Rural\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PGap.Poor4uds\",\"Poverty Gap ($4 a day)-Rural\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PSev.1.90usd\",\"Poverty Severity ($1.90 a day)-Rural\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PSev.2.5usd\",\"Poverty Severity ($2.50 a day)-Rural\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1.PSev.Poor4uds\",\"Poverty Severity ($4 a day)-Rural\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.1_ACCESS.ELECTRICITY.TOT\",\"Access to electricity (% of total population)\",\"Access to electricity is the percentage of population with access to electricity.\",\"Sustainable Energy for All\",\"World Bank Global Electrification Database 2012\"\n\"1.1_TOTAL.FINAL.ENERGY.CONSUM\",\"Total final energy consumption (TFEC)\",\"Total final energy consumption (TFEC): This indicator is derived form energy balances statistics and is equivalent to total final consumption excluding non-energy use.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"1.1_YOUTH.LITERACY.RATE\",\"Literacy rate, youth total (% of people ages 15-24) \",\"The number of persons aged 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. For further country-specific definition details please refer to the source of information, the UNESCO Institute for Statistics (UIS): www.uis.unesco.org\",\"Global Partnership for Education\",\"Source of information: UNESCO Institute for Statistics (www.uis.unesco.org). Please refer to its website for country-specific details on the specific national data sources and method used. \"\n\"1.2.HCount.1.90usd\",\"Poverty Headcount ($1.90 a day)-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2011 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.HCount.2.5usd\",\"Poverty Headcount ($2.50 a day)-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.HCount.Mid10to50\",\"Middle Class ($10-50 a day) Headcount-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.HCount.Ofcl\",\"Official Moderate Poverty Rate-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income below the official poverty line developed by each country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of data from National Statistical Offices.\"\n\"1.2.HCount.Poor4uds\",\"Poverty Headcount ($4 a day)-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.HCount.Vul4to10\",\"Vulnerable ($4-10 a day) Headcount-Urban\",\"The poverty headcount index measures the proportion of the population with daily per capita income (in 2005 PPP) below the poverty line.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PGap.1.90usd\",\"Poverty Gap ($1.90 a day)-Urban\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PGap.2.5usd\",\"Poverty Gap ($2.50 a day)-Urban\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PGap.Poor4uds\",\"Poverty Gap ($4 a day)-Urban\",\"The poverty gap captures the mean aggregate income or consumption shortfall relative to the poverty line across the entire population. It measures the total resources needed to bring all the poor to the level of the poverty line (averaged over the total population). \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PSev.1.90usd\",\"Poverty Severity ($1.90 a day)-Urban\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PSev.2.5usd\",\"Poverty Severity ($2.50 a day)-Urban\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2.PSev.Poor4uds\",\"Poverty Severity ($4 a day)-Urban\",\"The poverty severity index combines information on both poverty and inequality among the poor by averaging the squares of the poverty gaps relative the poverty line\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"1.2_ACCESS.ELECTRICITY.RURAL\",\"Access to electricity (% of rural population)\",\"Access to electricity is the percentage of rural population with access to electricity. \",\"Sustainable Energy for All\",\"World Bank Global Electrification Database 2013\"\n\"1.3_ACCESS.ELECTRICITY.URBAN\",\"Access to electricity (% of urban population)\",\"Access to electricity is the percentage of total population with access to electricity. \",\"Sustainable Energy for All\",\"World Bank Global Electrification Database 2014\"\n\"10.1_ENERGY.SAVINGS\",\"Energy savings of primary energy (TJ)\",\"Energy savings of primary energy (TJ): Energy savings due to realized energy intensity improvements. Country level savings represent the difference between a hypothetical energy consumption that would have been should the energy intensity remained at its 1990 level and actual consumption. Global, regional and income group savings represent the sum of country by country savings and not calculated separately.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"11.1_THERMAL.EFFICIENCY\",\"Thermal efficiency (%) in power supply\",\"Thermal efficiency (%) in power supply: This supply-side energy efficiency indicator measure the efficiency of thermal plants in converting primary energy sources—such as coal, gas, and oil—into electricity. They are calculated by dividing gross electricity production from electricity and cogeneration plants by total inputs of fuels into those plants. Whether market-based or privately owned, self-generating plants that do not export their power are included in the index assessment. In the case of cogeneration plants, fuel inputs are allocated between electricity and heat production in proportion to their shares of the annual output. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"12.1_TD.LOSSES\",\"Transmission and distribution losses (%)\",\"Transmission and distribution losses (%): Transmission and distribution (T&D) losses measure power lost in the transmission of (high-voltage) electricity from power generators to distributors and in the distribution of (medium- and low-voltage) electricity from distributors to end-users. T&D losses are represented as a percentage of gross electricity production. They include both technical and nontechnical (or commercial) losses. Included in the latter are unmetered, unbilled, and unpaid electricity, including theft, which could be significant in developing countries. Aggregate T&D system indicators may be dominated by factors other than losses. The location of primary energy resources (such as hydro lakes and coal seams) and large loads (cities and industries) may be more significant factors in T&D efficiency indicators than the losses or efficiency of the transmission system itself. Properly separating true losses (and hence the efficiency potential of transmission systems) from exogenous location and scale factors and nontechnical losses would require detailed studies of system-dynamic interactions and real operating requirements that are not practical for global tracking purposes.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"13.1_INDUSTRY.ENERGY.INTENSITY\",\"Energy intensity of industrial sector (MJ/$2005)\",\"Energy intensity of industrial sector (MJ/$2005): A ratio between energy consumption in industry (including energy industry own use) and industry sector value added measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"14.1_AGR.ENERGY.INTENSITY\",\"Energy intensity of agricultural sector (MJ/$2005)\",\"Energy intensity of agricultural sector (MJ/$2005): A ratio between energy consumption in agricultural sector (including forestry and fishing) and agricultural sector value added measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"15.1_SERVICES.ENERGY.INTENSITY\",\"Energy intensity of service sector (MJ/2011 USD PPP)\",\"\",\"Sustainable Energy for All\",\"\"\n\"16.1_TRANS.ENERGY.INTENSITY\",\"Energy intensity of transportation sector (MJ/2011 USD PPP)\",\"\",\"Sustainable Energy for All\",\"\"\n\"17.1_HOUSEHOLD.ENERG.INTENSITY\",\"Energy intensity of residential sector (GJ/household)\",\"\",\"Sustainable Energy for All\",\"\"\n\"18.1_DECOMP.EFFICIENCY.IND\",\"Divisia Decomposition Analysis - Energy Intensity component Index\",\"\",\"Sustainable Energy for All\",\"\"\n\"18.2_DECOMP.ACTIVITY.INDEX\",\"Divisia Decomposition Analysis - Activity component Index\",\"\",\"Sustainable Energy for All\",\"\"\n\"18.3_DECOMP.STRUCTURE.INDEX\",\"Divisia Decomposition Analysis - Structure Component Index \",\"\",\"Sustainable Energy for All\",\"\"\n\"18.4_DECOMP.EFFICIENCY.RATE\",\"Divisia Decomposition Analysis - Energy Intensity component rate of improvement (%)\",\"\",\"Sustainable Energy for All\",\"\"\n\"18.5_DECOMP.ACTIVITY.RATE\",\"Divisia Decomposition Analysis - Activity component rate of improvement (%)\",\"\",\"Sustainable Energy for All\",\"\"\n\"18.6_DECOMP.STRUCTURE.RATE\",\"Divisia Decomposition Analysis - Structure component rate of improvement (%)\",\"\",\"Sustainable Energy for All\",\"\"\n\"2.0.cov.Cel\",\"Coverage: Mobile Phone\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.Ele\",\"Coverage: Electricity\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.FPS\",\"Coverage: Finished Primary School\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.Int\",\"Coverage: Internet \",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.Math.pl_2.all\",\"Coverage: Mathematics Proficiency Level 2\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Math.pl_2.prv\",\"Coverage: Mathematics Proficiency Level 2, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Math.pl_2.pub\",\"Coverage: Mathematics Proficiency Level 2, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Math.pl_3.all\",\"Coverage: Mathematics Proficiency Level 3\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Math.pl_3.prv\",\"Coverage: Mathematics Proficiency Level 3, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Math.pl_3.pub\",\"Coverage: Mathematics Proficiency Level 3, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_2.all\",\"Coverage: Reading Proficiency Level 2\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_2.prv\",\"Coverage: Reading Proficiency Level 2, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_2.pub\",\"Coverage: Reading Proficiency Level 2, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_3.all\",\"Coverage: Reading Proficiency Level 3\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_3.prv\",\"Coverage: Reading Proficiency Level 3, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Read.pl_3.pub\",\"Coverage: Reading Proficiency Level 3, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.San\",\"Coverage: Sanitation\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.Sch\",\"Coverage: School Enrollment\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.cov.Scie.pl_2.all\",\"Coverage: Science Proficiency Level 2\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Scie.pl_2.prv\",\"Coverage: Science Proficiency Level 2, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Scie.pl_2.pub\",\"Coverage: Science Proficiency Level 2, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Scie.pl_3.all\",\"Coverage: Science Proficiency Level 3\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Scie.pl_3.prv\",\"Coverage: Science Proficiency Level 3, Private schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Scie.pl_3.pub\",\"Coverage: Science Proficiency Level 3, Public schools\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.cov.Wat\",\"Coverage: Water\",\"The coverage rate is the childhood access rate of a given opportunity used in calculating the Human Opportunities Index (HOI). The coverage rate does not take into account inequality of access between different circumstance groups.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Cel\",\"HOI: Mobile Phone\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Ele\",\"HOI: Electricity\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.FPS\",\"HOI: Finished Primary School\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Int\",\"HOI: Internet \",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Math.pl_2.all\",\"HOI: Mathematics Proficiency Level 2\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Math.pl_2.prv\",\"HOI: Mathematics Proficiency Level 2, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Math.pl_2.pub\",\"HOI: Mathematics Proficiency Level 2, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Math.pl_3.all\",\"HOI: Mathematics Proficiency Level 3\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Math.pl_3.prv\",\"HOI: Mathematics Proficiency Level 3, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Math.pl_3.pub\",\"HOI: Mathematics Proficiency Level 3, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_2.all\",\"HOI: Reading Proficiency Level 2\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_2.prv\",\"HOI: Reading Proficiency Level 2, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_2.pub\",\"HOI: Reading Proficiency Level 2, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_3.all\",\"HOI: Reading Proficiency Level 3\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_3.prv\",\"HOI: Reading Proficiency Level 3, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Read.pl_3.pub\",\"HOI: Reading Proficiency Level 3, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.San\",\"HOI: Sanitation\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Sch\",\"HOI: School Enrollment\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.0.hoi.Scie.pl_2.all\",\"HOI: Science Proficiency Level 2\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Scie.pl_2.prv\",\"HOI: Science Proficiency Level 2, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Scie.pl_2.pub\",\"HOI: Science Proficiency Level 2, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Scie.pl_3.all\",\"HOI: Science Proficiency Level 3\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Scie.pl_3.prv\",\"HOI: Science Proficiency Level 3, Private schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Scie.pl_3.pub\",\"HOI: Science Proficiency Level 3, Public schools\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, region of school location, father's occupation, and a household wealth index based on assets.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations using PISA Data.\"\n\"2.0.hoi.Wat\",\"HOI: Water\",\"The Human Opportunities Index (HOI) is an economic indicator that captures the degree of inequality of access to an essential service by different circumstance groups. This index takes into account the average access rate (the coverage) of a given opportunity (service) and the inequality of its distribution. The circumstances included in the HOI are the gender of the child, parents' education, household per capita income, number of siblings, presence of both parents in the household, gender of the household head, and urban or rural residence.An increase in the index can be related either to an increase in the coverage or to a more equal distribution of that service.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"2.01.01.02.nabase\",\"National accounts base year\",\"National accounts base year is the year used as the base period for constant price calculations in the country's national accounts. It is recommended that he base year of constant price estimates be changed periodically to reflect changes in economic structure and relative prices.\",\"Statistical Capacity Indicators\",\"World Bank: World Development Indicator (Primary Data Documentation)\"\n\"2.01.03.01.prcpbase\",\"Consumer price index base year\",\"Consumer Price Index (CPI) serves as indicators of inflation and reflects changes in the cost of acquiring a fixed basket of goods and services by the average consumer. Weights are usually derived from consumer expenditure surveys and the CPI base year refers to the year the weights were derived.\",\"Statistical Capacity Indicators\",\"IMF: International Financial Statistics (IFS) - Country notes\"\n\"2.04.01.01.excncpt\",\"Balance of payments manual in use\",\"The Balance of Payments Manual serves as an international standard for the compilation of balance of payments statistics. The manual has evolved to meet changing economic and financial environment and analytic requirements. The first edition was published in 1948 and successive editions in 1950, 1961, 1977, 1993, and 2013.\",\"Statistical Capacity Indicators\",\"IMF: Balance of Payment Statistics yearbook (BPS)\"\n\"2.1.1_SHARE.TRADBIO\",\"Traditional biomass consumption (% in TFEC)\",\"Traditional biomass consumption (% in TFEC): Share of traditional biomass in total final energy consumption. Traditional biomass is defined as biomass consumed in the residential sector in non-OECD countries. It includes the following categories in the IEA statistics: primary solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.10_SHARE.MARINE\",\"Marine energy consumption (% in TFEC)\",\"Marine energy consumption (% in TFEC): Share of marine energy in total final consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.2_SHARE.MODERNBIO\",\"Modern biomass consumption (% in TFEC)\",\"Modern biomass consumption (% in TFEC): Share of modern biomass in total final energy consumption. Modern biomass is defined as all biomass that was not consumed in the residential sector in non-OECD countries. It includes the following categories in the IEA statistics: primary solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.3_SHARE.HYDRO\",\"Hydro energy consumption (% in TFEC)\",\"Hydro consumption (% in TFEC): Share of hydro energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.4_SHARE.BIOFUELS\",\"Liquid biofuels consumption (% in TFEC)\",\"Liquid biofuels consumption (% in TFEC): Share of liquid biofuels energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.5_SHARE.WIND\",\"Wind energy consumption (% in TFEC)\",\"Wind consumption (% in TFEC): Share of wind energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.6_SHARE.SOLAR\",\"Solar energy consumption (% in TFEC)\",\"Solar consumption (% in TFEC): Share of solar energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.7_SHARE.GEOTHERMAL\",\"Geothermal energy consumption (% in TFEC)\",\"Geothermal consumption (% in TFEC): Share of geothermal energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.8_SHARE.WASTE\",\"Waste energy consumption (% in TFEC)\",\"Waste energy consumption (% in TFEC): Share of waste energy in total final consumption, which is defined in the IEA statistics as renewable municipal waste\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1.9_SHARE.BIOGAS\",\"Biogas consumption (% in TFEC)\",\"Biogas consumption (% in TFEC): Share of biogas in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.1_ACCESS.NONSOLIDFUEL.TOT\",\"Access to Non-Solid Fuel (% of total population)\",\"Access to Non-Solid Fuel is the percentage of population with access to Non-Solid Fuel. \",\"Sustainable Energy for All\",\"WHO Global Household Energy Database 2012\"\n\"2.1_PRE.PRIMARY.GER\",\"School enrolment, preprimary, national source (% gross)\",\"Pre-Primary Gross Enrolment Rate (GER): The number of pupils enrolled in pre-primary school, regardless of age, expressed as a percentage of the population in the theoretical age group in pre-primary school. The purpose of this indicator is to measure the general level of participation of children in Early Childhood Education (ECE) programs. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.1_SHARE.TOTAL.RE.IN.TFEC\",\"Renewable energy consumption(% in TFEC)\",\"Renewable energy consumption(% in TFEC): Share of renewables energy in total final energy consumption\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"2.2_ACCESS.NONSOLIDFUEL.RURAL\",\"Access to Non-Solid Fuel (% of rural population)\",\"Access to Non-Solid Fuel is the percentage of rural population with access to Non-Solid Fuel. \",\"Sustainable Energy for All\",\"WHO Global Household Energy Database 2013\"\n\"2.2_GIR\",\"Gross intake ratio in grade 1, total, national source (% of relevant age group)\",\"Gross intake ratio (GIR): This indicator measures the total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.3_ACCESS.NONSOLIDFUEL.URBAN\",\"Access to Non-Solid Fuel (% of urban population)\",\"Access to Non-Solid Fuel is the percentage of total population with access to Non-Solid Fuel. \",\"Sustainable Energy for All\",\"WHO Global Household Energy Database 2014\"\n\"2.3_GIR.GPI\",\"Gender parity index for gross intake ratio in grade 1\",\"Ratio of female to male values of gross intake ratio for primary first grade. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.4_OOSC.RATE\",\"Rate of out of school children, national source (% of relevant age group) \",\"Number of children of official primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the population of official primary school age. This indicator is intended to measure the size of the population in the official primary school age range that should be targeted by policies and efforts to achieve universal primary education. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.5_PCR\",\"Primary completion rate, total, national source (% of relevant age group)\",\"The Primary Completion Rate (PCR) is the percentage of pupils who completed the last year of primary schooling. It is computed by dividing the total number of students in the last grade of primary school minus repeaters in that grade, divided by the total number of children of official completing age. Country-specific definition, method and targets are determined by countries themselves.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.6_PCR.GPI\",\"Gender parity index for primary completion rate \",\"Ratio of female to male values of Primary Completion Rate. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.7_PRI.SEC.TRANSITION.RATE\",\"Progression to secondary school, national source (%)\",\"This indicator measures the number of new entrants to the first grade of secondary education (general programs only) in a given year, expressed as a percentage of the number of pupils enrolled in the final grade of primary education in the previous year. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"2.8_LOW.SEC.COMPLETION.RATE\",\"Lower secondary completion rate, total, national source (% of relevant age group)\",\"The lower secondary school completion rate is the percentage of children who are completing the last year of lower secondary education. It is computed by dividing the total number of students in the last grade of lower secondary education school minus repeaters in that grade divided by the total number of children of official completing age. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.0.Atkin.0.5\",\"Atkinson, A(.5)\",\"Atkinson (1970) proposed this class of inequality measures with a weighting parameter ε which measures aversion to inequality. As ε rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, ε→0, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when ε=0, we obtain the linear utility function. This ranks distributions solely according to total income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Atkin.1\",\"Atkinson, A(1)\",\"Atkinson (1970) proposed this class of inequality measures with a weighting parameter ε which measures aversion to inequality. As ε rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, ε→0, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when ε=0, we obtain the linear utility function. This ranks distributions solely according to total income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Atkin.2\",\"Atkinson, A(2)\",\"Atkinson (1970) proposed this class of inequality measures with a weighting parameter ε which measures aversion to inequality. As ε rises, the index becomes more sensitive to transfers at the lower end of the distribution and less sensitive to transfers at the top. The limit case, ε→0, the index reflects the Function of Rawls which only takes account of transfers to the very lowest income group; at the other extreme, when ε=0, we obtain the linear utility function. This ranks distributions solely according to total income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.GenEnt-1\",\"Generalized Entrophy, GE(-1)\",\"The parameter α in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of α, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.GenEnt2\",\"Generalized Entrophy, GE(2)\",\"The parameter α in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of α, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Gini\",\"Gini Coefficient\",\"The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Gini_nozero\",\"Gini Coefficient (No Zero Income)\",\"The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation does not includes observations of 0 income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.IncShr.q1\",\"Income Share of First Quintile\",\"Share of household income held by the bottom quintile (0-20 percent).\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.IncShr.q2\",\"Income Share of Second Quintile\",\"Share of household income held by the seocnd quintile (20 - 40 percent).\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.IncShr.q3\",\"Income Share of Third Quintile\",\"Share of household income held by the third quintile (40 - 60 percent).\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.IncShr.q4\",\"Income Share of Fourth Quintile\",\"Share of household income held by the fourth quintile (60 - 80 percent).\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.IncShr.q5\",\"Income Share of Fifth Quintile\",\"Share of household income held by the top quintile (80 - 100 percent).\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.MLongDev0\",\"Mean Log Deviation, GE(0)\",\"The parameter α in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of α, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Rate75-25\",\"Rate 75/25\",\"The decile dispersion ratio presents the ratio of the average income of the richest 25 percent by that of the poorest 25 percent. This ratio expresses the income of the top quantile as multiples of that of the poorest quantile. However, it ignores information about incomes in the middle of the income distribution and doesn’t use information about the distribution of income within the top and bottom deciles or percentiles.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.Rate90-10\",\"Rate 90/10\",\"The decile dispersion ratio presents the ratio of the average income of the richest 10 percent by that of the poorest 10 percent. This ratio expresses the income of the top quantile as multiples of that of the poorest quantile. However, it ignores information about incomes in the middle of the income distribution and doesn’t use information about the distribution of income within the top and bottom deciles or percentiles.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.0.TheilInd1\",\"Theil Index, GE(1)\",\" The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.01.04.01.agcen\",\"Agricultural census\",\"Agricultural censuses collect information on agricultural activities, such as agricultural land use, employment and production, and provide basic structural data and sampling frames for agricultural surveys. It is recommended that agricultural censuses be conducted at least every 10 years.\",\"Statistical Capacity Indicators\",\"World Bank: Microdata library. Original source: Food and Agriculture Organisation (FAO)\"\n\"3.02.01.02.fscov\",\"Government finance accounting\",\"Government finance accounting concept describes the accounting basis for reporting central government financial data. For many countries government finance data have been consolidated into one set of accounts capturing all the central government's fiscal activities. Budgetary central government accounts do not necessarily include all central government units, the picture they provide of central government activities is usually incomplete.\",\"Statistical Capacity Indicators\",\"World Bank: World Development Indicator (Primary Data Documentation). Original source: IMF: Government Finance Statistics Yearbook.\"\n\"3.1.1_TRADBIO.CONSUM\",\"Traditional biomass consumption (TJ)\",\"Traditional biomass consumption (TJ): Final consumption of traditional biomass. Traditional biomass is defined as biomass consumed in the residential sector in non-OECD countries. It includes the following categories in the IEA statistics: primary solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.10_MARINE.CONSUM\",\"Marine energy consumption (TJ)\",\"Marine energy consumption (TJ): Final consumption of marine energy\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.2_MODERNBIO.CONSUM\",\"Modern biomass consumption (TJ)\",\"Modern biomass consumption (% in TFEC): Final consumption of modern biomass. Modern biomass is defined as all biomass that was not consumed in the residential sector in non-OECD countries. It includes the following categories in the IEA statistics: primary solid biofuels, charcoal and non-specified primary biofuels and waste.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.3_HYDRO.CONSUM\",\"Hydro energy consumption (TJ)\",\"Hydro consumption (TJ): Final consumption of hydro energy\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.4_BIOFUELS.CONSUM\",\"Liquid biofuels consumption (TJ)\",\"Liquid biofuels consumption (TJ): Final consumption of liquid biofuels, including biogasoline, biodiesels and other liquid biofuels\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.5_WIND.CONSUM\",\"Wind energy consumption (TJ)\",\"Wind consumption (TJ): Final consumption of wind energy\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.6_SOLAR.CONSUM\",\"Solar energy consumption (TJ)\",\"Solar consumption (TJ): Final consumption of solar energy, including solar PV and solar thermal\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.7_GEOTHERMAL.CONSUM\",\"Geothermal energy consumption (TJ)\",\"Geothermal consumption (TJ): Final consumption of geothermal energy\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.8_WASTE.CONSUM\",\"Waste energy consumption (TJ)\",\"Waste energy consumption (TJ): Final consumption of waste energy, which is defined in the IEA statistics as renewable municipal waste\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.9_BIOGAS.CONSUM\",\"Biogas consumption (TJ)\",\"Biogas consumption (TJ): Final consumption of biogas\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.1.Gini\",\"Gini, Rural\",\"The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.1.MLongDev0\",\"Mean Log Deviation, GE(0), Rural\",\"The parameter α in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of α, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.1.TheilInd1\",\"Theil Index, GE(1), Rural\",\" The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.1_LOW.SEC.NEW.TEACHERS\",\"Lower secondary education, new teachers, national source\",\"Persons employed for the first time in an official capacity to guide and direct the learning experience of pupils in lower secondary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.1_PRI.NEW.ENTRANTS\",\"Primary education, new entrants, national source\",\"Pupils entering primary school for the first time, excluding repetears. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.1_RE.CONSUMPTION\",\"Renewable energy consumption (TJ)\",\"Renewable energy consumption (TJ): This indicator includes renewable energy consumption of all technologies: hydro, modern and traditional biomass, wind, solar, liquid biofuels, biogas, geothermal, marine and waste\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"3.11.01.01.popcen\",\"Population census\",\"Population censuses collect data on the size, distribution and composition of population and information on a broad range of social and economic characteristics of the population. It also provides sampling frames for household and other surveys. It is recommended that population censuses be conducted at least every 10 years.\",\"Statistical Capacity Indicators\",\"World Bank Microdata library. Original source: United Nations Statistical Division (UNSD), 2010 World Population and Housing Censuses Programme\"\n\"3.11.01.03.popreg\",\"Vital registration system coverage\",\"Vital registration systems record the occurrence and characteristics of vital events pertaining to the population and serve as a main source of vital statistics. Countries with complete vital statistics registries may have more accurate and timely demographic indicators.\",\"Statistical Capacity Indicators\",\"World Bank: World Development Indicator (Primary Data Documentation): Original source: United Nations Department of Economic and Social Information and Policy Analysis, Statistics Division. Population and Vital Statistics Report\"\n\"3.11_LOW.SEC.CLASSROOMS\",\"Lower secondary education, classrooms, national source\",\"Number of rooms or single accommodations, minimally equipped, in which a class of pupils in lower secondary school is taught. Country-specific definition, method and targets are determined by countries themselves.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.12_LOW.SEC.NEW.CLASSROOMS\",\"Lower secondary education, new classrooms, national source\",\"Number of rooms or single accommodations, minimally equipped, built for the first time in which a class of pupils in lower secondary school is taught. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.13_PRI.MATH.BOOK.PER.PUPIL\",\"Ratio of textbooks per pupil, primary education, mathematics\",\"Number of books used by a single pupil used as a standard work for the study of the mathematics subject. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.14_PRI.LANGU.BOOK.PER.PUPIL\",\"Ratio of textbooks per pupil, primary education, language\",\"Number of books used by a single pupil used as a standard work for the study of the primary language of instruction. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.15_LEARN.TIME.TEACHER.STUDY\",\"Last study on effective learning time and teacher attendance (year)\",\"Date (year) of the most recent study carried out by any national or international entity on the effectiveness of the instruction time devoted to learning activities.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.2.Gini\",\"Gini, Urban\",\"The Gini coefficient is most common measure of inequality. It is based on the Lorenz curve, a cumulative frequency curve that compares the distribution of a specific variable (in this case, income) with the uniform distribution that represents equality. The Gini coefficient is bounded by 0 (indicating perfect equality of income) and 1, which means complete inequality. This calculation includes observations of 0 income.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.2.MLongDev0\",\"Mean Log Deviation, GE(0),Urban\",\"The parameter α in the GE class represents the weight given to distances between incomes at different parts of the income distribution, and can take any real value. For lower values of α, GE is more sensitive to changes in the lower tail of the distribution, and for higher values GE is more sensitive to changes that affect the upper tail. GE(1) is the Theil index.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.2.TheilInd1\",\"Theil Index, GE(1),Urban\",\" The Theil index is part of a larger family of measures referred to as the General Entropy class. Compared to the Gini index, it has the advantage of being additive across different subgroups or regions in the country. However, it does not have a straightforward representation and lacks the appealing interpretation of the Gini coefficient. \",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"3.2_PRI.STUDENTS\",\"Primary education, pupils, national source\",\"Total population of pupils in primary school, regardless of age. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.3_PRI.TEACHERS\",\"Primary education, teachers, national source\",\"Persons employed in an official capacity to guide and direct the learning experience of pupils in primary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.4_PRI.NEW.TEACHERS\",\"Primary education, new teachers, national source\",\"Persons employed for the first time in an official capacity to guide and direct the learning experience of pupils in primary school. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.5_PRI.CLASSROOMS\",\"Primary education, classrooms, national source\",\"Number of rooms or single accommodations, minimally equipped, in which a class of pupils in primary school is taught. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.6_PRI.NEW.CLASSROOMS\",\"Primary education, new classrooms, national source\",\"Number of rooms or single accommodations, minimally equipped, built for the first time in which a class of pupils in primary school is taught. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.7_LOW.SEC.NEW.ENTRANTS\",\"Lower Secondary education, new entrants, national source\",\"Pupils entering lower secondary school for the first time, excluding repeaters. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.8_LOW.SEC.STUDENTS\",\"Lower secondary education, pupils, national source\",\"Total population of pupils in lower secondary school, regardless of age. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"3.9_LOW.SEC.TEACHERS\",\"Lower secondary education, teachers, national source\",\"Persons employed in an official capacity to guide and direct the learning experience of pupils in lower secondary school, excluding educational personnel who have no active teaching duties. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"4.0.nini.15a18\",\"Youth: Neither in School Nor Working (15-18)\",\"Share of the population ages 15-18 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.nini.15a24\",\"Youth: Neither in School Nor Working (15-24)\",\"Share of the population ages 15-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.nini.19a24\",\"Youth: Neither in School Nor Working (19-24)\",\"Share of the population ages 19-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.stud.15a18\",\"Youth: In School (15-18)\",\"Share of the population ages 15-18 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.stud.15a24\",\"Youth: In School (15-24)\",\"Share of the population ages 15-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.stud.19a24\",\"Youth: In School (19-24)\",\"Share of the population ages 19-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.studwork.15a18\",\"Youth: In School and Employed (15-18)\",\"Share of the population ages 15-18 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.studwork.15a24\",\"Youth: In School and Employed (15-24)\",\"Share of the population ages 15-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.studwork.19a24\",\"Youth: In School and Employed (19-24)\",\"Share of the population ages 19-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.work.15a18\",\"Youth: Employed (15-18)\",\"Share of the population ages 15-18 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.work.15a24\",\"Youth: Employed (15-24)\",\"Share of the population ages 15-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.0.work.19a24\",\"Youth: Employed (19-24)\",\"Share of the population ages 19-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.1_TOTAL.ELECTRICITY.OUTPUT\",\"Total electricity output (GWh)\",\"Total electricity output (GWh): Total number of GWh generated by all power plants\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"4.1.2_REN.ELECTRICITY.OUTPUT\",\"Renewable energy electricity output (GWh)\",\"Renewable energy electricity output (GWh): Total number of GWh generated by renewable power plants, including wind, solar PV, solar thermal, hydro, marine, geothermal, biomass, renewable municipal waste, liquid biofuels and biogas. Electricity production for hydro pumpted storage is excluded.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"4.1.nini.15a18\",\"Youth: Neither in School Nor Working (15-18), Male\",\"Share of the male population ages 15-18 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.nini.15a24\",\"Youth: Neither in School Nor Working (15-24), Male\",\"Share of the male population ages 15-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.nini.19a24\",\"Youth: Neither in School Nor Working (19-24), Male\",\"Share of the male population ages 19-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.stud.15a18\",\"Youth: In School (15-18), Male\",\"Share of the male population ages 15-18 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.stud.15a24\",\"Youth: In School (15-24), Male\",\"Share of the male population ages 15-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.stud.19a24\",\"Youth: In School (19-24), Male\",\"Share of the male population ages 19-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.studwork.15a18\",\"Youth: In School and Employed (15-18), Male\",\"Share of the male population ages 15-18 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.studwork.15a24\",\"Youth: In School and Employed (15-24), Male\",\"Share of the male population ages 15-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.studwork.19a24\",\"Youth: In School and Employed (19-24), Male\",\"Share of the male population ages 19-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.work.15a18\",\"Youth: Employed (15-18), Male\",\"Share of the male population ages 15-18 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.work.15a24\",\"Youth: Employed (15-24), Male\",\"Share of the male population ages 15-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1.work.19a24\",\"Youth: Employed (19-24), Male\",\"Share of the male population ages 19-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.1_SHARE.RE.IN.ELECTRICITY\",\"Renewable electricity (% in total electricity output)\",\"Renewable electricity (% in total electricity output): Share of electrity generated by renewable power plants in total electricity generated by all types of plants\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"4.1_TOTAL.EDU.SPENDING\",\"Public spending on total education (% of total public spending)\",\"Public expenses devoted to the education sector, including recurrent and capital expenditures and teacher salaries, expressed as a percentage of the total general government expenses. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"4.2.nini.15a18\",\"Youth: Neither in School Nor Working (15-18), Female\",\"Share of the female population ages 15-18 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.nini.15a24\",\"Youth: Neither in School Nor Working (15-24), Female\",\"Share of the female population ages 15-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.nini.19a24\",\"Youth: Neither in School Nor Working (19-24), Female\",\"Share of the female population ages 19-24 that is neither employed nor in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.stud.15a18\",\"Youth: In School (15-18), Female\",\"Share of the female population ages 15-18 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.stud.15a24\",\"Youth: In School (15-24), Female\",\"Share of the female population ages 15-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.stud.19a24\",\"Youth: In School (19-24), Female\",\"Share of the female population ages 19-24 that is in school and not employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.studwork.15a18\",\"Youth: In School and Employed (15-18), Female\",\"Share of the female population ages 15-18 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.studwork.15a24\",\"Youth: In School and Employed (15-24), Female\",\"Share of the female population ages 15-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.studwork.19a24\",\"Youth: In School and Employed (19-24), Female\",\"Share of the female population ages 19-24 that is in school and employed.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.work.15a18\",\"Youth: Employed (15-18), Female\",\"Share of the female population ages 15-18 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.work.15a24\",\"Youth: Employed (15-24), Female\",\"Share of the female population ages 15-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2.work.19a24\",\"Youth: Employed (19-24), Female\",\"Share of the female population ages 19-24 that is employed and not in school.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank), based on \\\"Out of School and Out of Work: A Diagnostic of Ninis in Latin America\\\" by De Hoyos, Popova, and Rogers (2014, World Bank).\"\n\"4.2_BASIC.EDU.SPENDING\",\"Public spending on basic education (% of public spending on total education)\",\"Public expenses devoted to the basic education sector, including recurrent and capital expenditures and teacher salaries, expressed as a percentage of the public spending on total education. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"4.3_TOTAL.EDU.RECURRENT\",\"Public recurrent spending on total education (% of total public recurrent spending)\",\"Public recurrent expenses devoted to the education sector, expressed as a percentage of the total general government recurrent expenses. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"4.4_BASIC.EDU.RECURRENT\",\"Public recurrent spending on basic education (% of public recurrent spending on total education)\",\"Public recurrent expenses devoted to the basic education sector, expressed as a percentage of the public recurrent spending on total education. Country-specific definition, method and targets are determined by countries themselves. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"5.0.AMeanIncGr.All\",\"Annualized Mean Income Growth (2004-2014)\",\"The official indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.0.AMeanIncGr.B40\",\"Annualized Mean Income Growth Bottom 40 Percent (2004-2014)\",\"The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.01.01.01.indust\",\"Industrial production index\",\"Industrial production index measures changes in industrial production and is widely used for the observation and analysis of the current economic activity. Monthly survey on industrial production of index allows identifying the turning points in economic development at an early stage.\",\"Statistical Capacity Indicators\",\"IMF: International Financial Statistics (IFS), Series 66\"\n\"5.04.01.01.exdebt\",\"External debt reporting status\",\"The principal sources of external debt statistics are reports submitted to the World Bank through its Debtor Reporting System by reporting countries. Data quality and coverage vary among countries and from year to year. The reporting status shows, for the latest series, whether data were used as reported (actual), data were preliminary and included an element of staff estimation (preliminary), or data are staff estimates (estimate).\",\"Statistical Capacity Indicators\",\"World Bank: World Development Indicator (Primary Data Documentation): Original source: International Debt Statistics (for low and middle income countries).\"\n\"5.04.01.02.impexp\",\"Import and export price indexes\",\"Import and export price indexes measure changes in the price of goods and services in international trade. They are used to deflate the value of imports and exports. Import price index is also used as an indicator of future domestic inflation.\",\"Statistical Capacity Indicators\",\"IMF: International Financial Statistics (IFS). Series 74, 75, or/and 76.\"\n\"5.1.1_AFG.TOTA.AID.CIDA\",\"International aid disbursed to total education, CIDA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_ALB.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_BFA.TOTA.AID.CIDA\",\"International aid disbursed to total education, CIDA to Burkina Faso (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_CAF.TOT.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Central African Republic (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_CIV.TOTA.AID.AFDB\",\" International aid disbursed to total education, AfDB to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_CMR.TOTA.AID.BAD\",\"International aid disbursed to total education, AfDB to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_DJI.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank (IDA) to Djibouti (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_ETH.TOTA.AID.ADB\",\"International aid disbursed to total education, ADB to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_GEO.TOTA.AID.EC\",\"International aid disbursed to total education, European Commission to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_GHA.TOTA.AID.DFID\",\"International aid disbursed to total education, DFID to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_GIN.TOTA.AID.ADPP.AFD\",\"International aid disbursed to total education, AFD to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_GNB.TOTA.AID.ADPP.EU\",\"International aid disbursed to total education, ADPP (European Union) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_KGZ.TOTA.AID.ADPP.EU\",\" International aid disbursed to total education, European Commission to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_KHM.TOTA.AID.BAD\",\" International aid disbursed to total education, AfDB to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_LAO.TOTA.AID.ADB\",\" International aid disbursed to total education, ADB to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_LBR.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_MDA.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Moldova (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_MDG.TOTA.AID.WB\",\" International aid to total education executed by World Bank (including GPE funds) in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_MOZ.TOTA.AID.CAN\",\" International aid disbursed to total education, Canada to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_MRT.TOTA.AID.AFD\",\"International aid disbursed to total education, AFD to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_MWI.TOTA.AID.AFDB\",\"International aid disbursed to total education, AfDB to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_NER.TOTA.AID.AFD\",\"International aid disbursed to total education, AFD to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_RWA.TOTA.AID.DFID\",\" International aid disbursed to total education, DFID to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_SEN.TOTA.AID.CIDA\",\" International aid disbursed to total education, CIDA to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_SLE.TOTA.AID.DFID\",\" International aid disbursed to total education, DFID to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_TOTAL.CAPACITY\",\"Total installed generation capacity (GW)\",\"Total installed generation capacity (GW): Total number of GW of installed capacity\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"5.1.1_VNM.TOTA.AID.BEL\",\"International aid disbursed to total education, Belgium to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.1_ZMB.TOTA.AID.DNK\",\"International aid disbursed to total education, Denmark to Zambia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_AFG.TOTA.AID.SIDA\",\"International aid disbursed to total education, Sida to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_ETH.TOTA.AID.JPN\",\"International aid disbursed to total education, Japan Government to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_KHM.TOTA.AID.WFP\",\" International aid disbursed to total education, WFP to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_LAO.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_MDG.TOTA.AID.EC\",\" International aid to total education executed by the European Commission in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_MOZ.TOTA.AID.JPN\",\" International aid disbursed to total education, Japan to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_MWI.TOTA.AID.WFP\",\"International aid disbursed to total education, WFP to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_NER.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.10_TJK.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_AFG.TOTA.AID.UNESCO\",\"International aid disbursed to total education, UNESCO to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_ETH.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_KHM.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_LAO.TOTA.AID.INGOS\",\" International aid disbursed to total education, International NGOs to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_MOZ.TOTA.AID.NLD\",\" International aid disbursed to total education, Netherlands to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.11_MWI.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.12_AFG.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.12_ETH.TOTA.AID.KFW\",\"International aid disbursed to total education, KfW to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.12_MOZ.TOTA.AID.PRT\",\" International aid disbursed to total education, Portugal to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.13_AFG.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.13_ETH.TOTA.AID.NLD\",\"International aid disbursed to total education, Netherlands to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.13_MOZ.TOTA.AID.ESP\",\" International aid disbursed to total education, Spain to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.14_ETH.TOTA.AID.SIDA\",\"International aid disbursed to total education, Sida to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.14_MOZ.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.15_ETH.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.15_MOZ.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.16_ETH.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.16_MOZ.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.17_ETH.TOTA.AID.WFP\",\"International aid disbursed to total education, WFP to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.18_ETH.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_AFG.TOTA.AID.DANIDA\",\"International aid disbursed to total education, DANIDA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_ALB.TOTA.AID.BEI\",\"International aid disbursed to total education, BEI to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_BFA.TOTA.AID.AFD\",\" International aid disbursed to total education, AFD to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_CIV.TOTA.AID.BADEA\",\" International aid disbursed to total education, BADEA to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_CMR.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_DJI.TOTA.AID.FSD\",\"International aid disbursed to total education, FSD to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_ETH.TOTA.AID.BEL\",\"International aid disbursed to total education, Belgium (VLIR USO) to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_GEO.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_GHA.TOTA.AID.GPE\",\"International aid disbursed to total education, Global Partnership for Education to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_GIN.TOTA.AID.ADPP.AFDB\",\"International aid disbursed to total education, AfDB to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_GNB.TOTA.AID.ADPP.HUM\",\"International aid disbursed to total education, ADPP (Humana People to People) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_KGZ.TOTA.AID.ADPP.GIZ\",\" International aid disbursed to total education, GIZ to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_KHM.TOTA.AID.BEL\",\" International aid disbursed to total education, Belgium to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_LAO.TOTA.AID.AUS\",\" International aid disbursed to total education, AusAID to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_LBR.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_MDA.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Moldova (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_MDG.TOTA.AID.ILO\",\" International aid to total education executed by ILO in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_MOZ.TOTA.AID.DANIDA\",\" International aid disbursed to total education, DANIDA to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_MRT.TOTA.AID.ISDB\",\"International aid disbursed to total education, IsDB to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_MWI.TOTA.AID.CIDA\",\"International aid disbursed to total education, CIDA to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_NER.TOTA.AID.BEL\",\"International aid disbursed to total education, Belgium to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_RE.CAPACITY\",\"Renewable energy installed capacity (GW)\",\"Renewable energy installed capacity (GW): Total number of renewable energy installed capacity\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"5.1.2_RWA.TOTA.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_SEN.TOTA.AID.FR\",\" International aid disbursed to total education, AFD and French Embassy to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_SLE.TOTA.AID.EC\",\" International aid disbursed to total education, European Commission to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_TJK.TOTA.AID.AGAK\",\" International aid disbursed to total education, Aga Khan to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_VNM.TOTA.AID.CIDA\",\"International aid disbursed to total education, CIDA to Vietnam (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.2_ZMB.TOTA.AID.IRL\",\"International aid disbursed to total education, Ireland to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_AFG.TOTA.AID.FRA\",\"International aid disbursed to total education, France to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_ALB.TOTA.AID.CEIB\",\"International aid disbursed to total education, CEIB to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_BFA.TOTA.AID.CHE\",\" International aid disbursed to total education, Switzerland to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_CIV.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_CMR.TOTA.AID.FR\",\"International aid disbursed to total education, AFD and French Embassy to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_DJI.TOTA.AID.AFD\",\"International aid disbursed to total education, AFD to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_ETH.TOTA.AID.DFID\",\"International aid disbursed to total education, DFID to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_GEO.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_GHA.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_GIN.TOTA.AID.ADPP.WB\",\"International aid disbursed to total education, World Bank to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_GNB.TOTA.AID.ADPP.OTH\",\"International aid disbursed to total education, ADPP (other donors) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_KGZ.TOTA.AID.ADPP.UNICEF\",\" International aid disbursed to total education, UNICEF to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_KHM.TOTA.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_LAO.TOTA.AID.EC\",\" International aid disbursed to total education, European Commission to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_LBR.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_MDG.TOTA.AID.FR\",\" International aid to total education executed by AFD and French Embassy in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_MOZ.TOTA.AID.DFID\",\" International aid disbursed to total education, DFID to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_MRT.TOTA.AID.SP\",\"International aid disbursed to total education, Spanish Cooperation to Mauritania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_MWI.TOTA.AID.DFID\",\"International aid disbursed to total education, DFID to Malawi (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_NER.TOTA.AID.FR\",\"International aid disbursed to total education, French Embassy to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_RWA.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_SEN.TOTA.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_SLE.TOTA.AID.GIZ\",\" International aid disbursed to total education, GIZ to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_TJK.TOTA.AID.OPENS\",\" International aid disbursed to total education, Open Society Foundations to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_VNM.TOTA.AID.DFID\",\"International aid disbursed to total education, DFID to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.3_ZMB.TOTA.AID.ILO\",\"International aid disbursed to total education, ILO to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_AFG.TOTA.AID.DEU\",\"International aid disbursed to total education, Germany to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_BFA.TOTA.AID.DNK\",\" International aid disbursed to total education, Denmark to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_CIV.TOTA.AID.ISDB\",\" International aid disbursed to total education, IsDB to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_CMR.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_DJI.TOTA.AID.AFDB\",\"International aid disbursed to total education, AfDB to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_ETH.TOTA.AID.DVV\",\"International aid disbursed to total education, DVV international to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_GEO.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_GHA.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_GIN.TOTA.AID.ADPP.GPE\",\"International aid disbursed to total education, Global Partnership for Education to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_GNB.TOTA.AID.EU\",\"International aid disbursed to total education, European Commission to Guinea Bissau (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_KGZ.TOTA.AID.ADPP.WB\",\" International aid disbursed to total education, World Bank to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_KHM.TOTA.AID.EC\",\" International aid disbursed to total education, European Commission to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_LAO.TOTA.AID.DEU\",\" International aid disbursed to total education, Germany (GIZ and KfW) to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_MDG.TOTA.AID.JICA\",\" International aid to total education executed by JICA in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_MOZ.TOTA.AID.FIN\",\" International aid disbursed to total education, Finland to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_MRT.TOTA.AID.UNESCO\",\"International aid disbursed to total education, UNESCO to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_MWI.TOTA.AID.GIZ\",\"International aid disbursed to total education, GIZ to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_NER.TOTA.AID.JAPAN\",\"International aid disbursed to total education, Japan to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_RWA.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_SEN.TOTA.AID.IT\",\" International aid disbursed to total education, Italy to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_SLE.TOTA.AID.JICA\",\" International aid disbursed to total education, JICA to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_TJK.TOTA.AID.EC\",\" International aid disbursed to total education, European Commission to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_VNM.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.4_ZMB.TOTA.AID.JPN\",\"International aid disbursed to total education, Japan to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_AFG.TOTA.AID.IND\",\"International aid disbursed to total education, India to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_BFA.TOTA.AID.JICA\",\" International aid disbursed to total education, JICA to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_CIV.TOTA.AID.FSD\",\" International aid disbursed to total education, FSD to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_CMR.TOTA.AID.UNESCO\",\"International aid disbursed to total education, UNESCO to Cameroun (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_DJI.TOTA.AID.ISDB\",\"International aid disbursed to total education, IsDB to Djibouti (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_ETH.TOTA.AID.EC\",\"International aid disbursed to total education, European Commission to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_GHA.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_GIN.TOTA.AID.ADPP.GIZ\",\"International aid disbursed to total education, GIZ to Guinea (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_GNB.TOTA.AID.FR\",\"International aid disbursed to total education, AFD and French Embassy to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_KHM.TOTA.AID.JPN\",\" International aid disbursed to total education, Japan to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_LAO.TOTA.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_MDG.TOTA.AID.NOR\",\" International aid to total education executed by Norway in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_MOZ.TOTA.AID.FLAND\",\" International aid disbursed to total education, Flanders to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_MRT.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_MWI.TOTA.AID.GPE\",\"International aid disbursed to total education, Global Partnership for Education to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_NER.TOTA.AID.KFW\",\"International aid disbursed to total education, KfW to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_RWA.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_SEN.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_SLE.TOTA.AID.SIDA\",\" International aid disbursed to total education, Sida to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_TJK.TOTA.AID.GIZ\",\" International aid disbursed to total education, GIZ to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_VNM.TOTA.AID.UNESCO\",\"International aid disbursed to total education, UNESCO to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.5_ZMB.TOTA.AID.ZMB\",\"International aid disbursed to total education, Netherlands to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_AFG.TOTA.AID.JPN\",\"International aid disbursed to total education, Japan's MoFA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_BFA.TOTA.AID.NLD\",\" International aid disbursed to total education, Netherlands to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_CIV.TOTA.AID.KFW\",\" International aid disbursed to total education, KfW to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_CMR.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_DJI.TOTA.AID.IMOA\",\"International aid disbursed to total education, IMOA to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_ETH.TOTA.AID.FIN\",\"International aid disbursed to total education, Finland to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_GHA.TOTA.AID.WFP\",\"International aid disbursed to total education, WFP to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_GIN.TOTA.AID.ADPP.KFW\",\"International aid disbursed to total education, KfW to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_GNB.TOTA.AID.PORT\",\"International aid disbursed to total education, Portuguese Cooperation to Guinea Bissau (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_KHM.TOTA.AID.SWE\",\" International aid disbursed to total education, Sweden to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_LAO.TOTA.AID.JICA\",\" International aid disbursed to total education, JICA to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_MDG.TOTA.AID.WFP\",\" International aid to total education executed by WFP in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_MOZ.TOTA.AID.DEU\",\" International aid disbursed to total education, Germany (GIZ and KfW) to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_MWI.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_NER.TOTA.AID.WFP\",\"International aid disbursed to total education, WFP to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_SEN.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_SLE.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_TJK.TOTA.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education (CF and EPDF) to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_VNM.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.6_ZMB.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_AFG.TOTA.AID.JICA\",\"International aid disbursed to total education, JICA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_BFA.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_CIV.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_ETH.TOTA.AID.GIZ\",\"International aid disbursed to total education, GIZ/BMZ to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_GHA.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_GIN.TOTA.AID.ADPP.UNICEF\",\"International aid disbursed to total education, UNICEF to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_GNB.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF (excluding Japan funds) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_KHM.TOTA.AID.UNESCO\",\" International aid disbursed to total education, UNESCO to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_LAO.TOTA.AID.UNESCO\",\" International aid disbursed to total education, UNESCO to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_MDG.TOTA.AID.UNESCO\",\" International aid to total education executed by UNESCO in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_MOZ.TOTA.AID.GPE\",\" International aid disbursed to total education, GPE to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_MWI.TOTA.AID.KFW\",\"International aid disbursed to total education, KfW to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_NER.TOTA.AID.DFID\",\"International aid disbursed to total education, DFID to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_SLE.TOTA.AID.WB\",\" International aid disbursed to total education, World Bank (including the Global Partnership for Education) to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_TJK.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_VNM.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.7_ZMB.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_AFG.TOTA.AID.NLD\",\"International aid disbursed to total education, Netherlands to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_BFA.TOTA.AID.EC\",\" International aid disbursed to total education, European Commission to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_CIV.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_ETH.TOTA.AID.GPE\",\"International aid disbursed to total education, GPE Catalytic Fund to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_GNB.TOTA.AID.JAP\",\"International aid disbursed to total education, Japan (via UNICEF) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_KHM.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_LAO.TOTA.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_MDG.TOTA.AID.UNICEF\",\" International aid to total education executed by UNICEF (excluding GPE funds) in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_MOZ.TOTA.AID.IRL\",\" International aid disbursed to total education, Ireland to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_MWI.TOTA.AID.UNICEF\",\"International aid disbursed to total education, UNICEF to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_NER.TOTA.AID.CHE\",\"International aid disbursed to total education, Switzerland to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_SLE.TOTA.AID.WFP\",\" International aid disbursed to total education from WFP to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_TJK.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.8_VNM.TOTA.AID.WB\",\"International aid disbursed to total education, World Bank to Vietnam (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_AFG.TOTA.AID.NZL\",\"International aid disbursed to total education, New Zealand to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_ETH.TOTA.AID.ITA\",\"International aid disbursed to total education, Italian Cooperation to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_KHM.TOTA.AID.USAID\",\" International aid disbursed to total education, USAID to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_LAO.TOTA.AID.WFP\",\" International aid disbursed to total education, WFP to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_MDG.TOTA.AID.GPE\",\" International aid disbursed to total education from the Global Partnership for Education (via UNICEF and WB) to Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_MOZ.TOTA.AID.ITA\",\" International aid disbursed to total education, Italy to Mozambique (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_MWI.TOTA.AID.USAID\",\"International aid disbursed to total education, USAID to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_NER.TOTA.AID.LUX\",\"International aid disbursed to total education, Luxembourg to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.9_TJK.TOTA.AID.WFP\",\" International aid disbursed to total education, WFP to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.1.AMeanIncGr.All\",\"Annualized Mean Income Growth (2004-2009)\",\"The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.1.AMeanIncGr.B40\",\"Annualized Mean Income Growth Bottom 40 Percent (2004-2009)\",\"The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.1_RE.SHARE.IN.CAPACITY\",\"Share of renewable capacity in total capacity (%)\",\"Share of renewable capacity in total capacity (%): Share of renewable energy capacity in total istalled capacity\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"5.1_TOTAL.EDU.AID\",\"International aid for total education, disbursed (up to present year) and scheduled (next years), aggregation of reporting donors (USD million)\",\"Sum of international concessional aid disbursed by reporting development partners (donors) to the total education sector in a specific developing country. Targets indicate the sum of the scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by donors to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education (GPE) in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.12.01.01.unesco\",\"UNESCO reporting\",\"UNESCO Institute of Statistics compiles data on education based on official responses to surveys and from reports provided by education authorities in each country. As the recommended periodicity of these data is annual, annual reporting from countries is considered a good practice.\",\"Statistical Capacity Indicators\",\"World Bank EdStats. Original source: UNESCO Institute for Statistics (UIS)\"\n\"5.13.01.01.hlthsurv\",\"Health survey\",\"Health surveys collect information on various aspects of health of populations, such as health expenditure, access, utilization, and outcomes. They typically include Demographic and Health Surveys, Core Welfare Indicator Questionnaire surveys, Multiple Indicator Cluster Survey, Integrated Surveys, Living Standard Measuring Surveys, Priority Surveys and other health related surveys. It is recommended that health surveys be conducted at least every 3 to 5 years.\",\"Statistical Capacity Indicators\",\"Microdata library. Original source: Measure DHS - Demographic and Health Surveys\"\n\"5.13.01.01.who\",\"National immunization coverage\",\"WHO and UNICEF collect and review data available on national immunization coverage. Then estimates on the level of immunization coverage are made by using officially reported data, survey results, scientific literature, and by taking account of potential biases and consultation with local experts. The gap between the international estimates and the government official estimates therefore suggests that the estimation method adopted by the country differs from the internationally recommended practice.\",\"Statistical Capacity Indicators\",\"WHO / UNICEF\"\n\"5.14.01.01.povsurv\",\"Poverty survey\",\"Poverty surveys collect data on household income, consumption and expenditure, including income in kind. They typically include income, expenditure, and consumption surveys, household budget surveys, Integrated Surveys, Living Standard Measuring Surveys, and other poverty related surveys. It is recommended that poverty surveys be conducted at least every 3 to 5 years.\",\"Statistical Capacity Indicators\",\"World Bank Microdata library\"\n\"5.2.1_AFG.BAS.AID.CIDA\",\"International aid disbursed to basic education, CIDA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_ALB.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_BFA.BAS.AID.CIDA\",\"International aid disbursed to basic education, CIDA to Burkina Faso (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_CAF.BAS.AID.GPE\",\" International aid disbursed to total education, Global Partnership for Education to Central African Republic (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_CIV.BAS.AID.AFDB\",\" International aid disbursed to basic education, AfDB to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_CMR.BAS.AID.BAD\",\"International aid disbursed to basic education, AfDB to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_DJI.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank (IDA) to Djibouti (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_ETH.BAS.AID.ADB\",\"International aid disbursed to basic education, ADB to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_GEO.BAS.AID.EC\",\"International aid disbursed to basic education, European Commission to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_GHA.BAS.AID.DFID\",\"International aid disbursed to basic education, DFID to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_GIN.BAS.AID.ADPP.AFD\",\"International aid disbursed to basic education, AFD to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_GNB.BAS.AID.ADPP.EU\",\"International aid disbursed to basic education, ADPP (European Union) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_KGZ.BAS.AID.ADPP.EU\",\" International aid disbursed to basic education, European Commission to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_KHM.BAS.AID.BAD\",\" International aid disbursed to basic education, AfDB to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_LAO.BAS.AID.ADB\",\" International aid disbursed to basic education, ADB to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_LBR.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_MDA.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Moldova (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_MDG.BAS.AID.WB\",\" International aid to basic education executed by World Bank (GPE funds) in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_MRT.TOTA.AID.WFP\",\"International aid disbursed to total education, WFP to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_MWI.BAS.AID.AFDB\",\"International aid disbursed to basic education, AfDB to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_NER.BAS.AID.AFD\",\"International aid disbursed to basic education, AFD to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_RWA.BAS.AID.DFID\",\" International aid disbursed to basic education, DFID to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_SEN.BAS.AID.CIDA\",\" International aid disbursed to basic education, CIDA to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_SLE.BAS.AID.DFID\",\" International aid disbursed to basic education, DFID to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_TJK.BAS.AID.AGAK\",\" International aid disbursed to basic education, Aga Khan to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_TLS.TOT.AID.AUSAID.CFAUS\",\" International aid disbursed to total education, AusAID and ChildFund Australia to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_VNM.BAS.AID.CIDA\",\"International aid disbursed to basic education, CIDA to Vietnam (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.1_ZMB.BAS.AID.DNK\",\"International aid disbursed to basic education, Denmark to Zambia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_AFG.BAS.AID.SIDA\",\"International aid disbursed to basic education, Sida to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_ETH.BAS.AID.JPN\",\"International aid disbursed to basic education, Japan Government to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_KHM.BAS.AID.WFP\",\" International aid disbursed to basic education, WFP to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_LAO.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_MDG.BAS.AID.EC\",\" International aid to basic education executed by the European Commission in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_MWI.BAS.AID.WFP\",\"International aid disbursed to basic education, WFP to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_NER.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.10_TLS.TOT.AID.PRIV\",\" International aid disbursed to total education, private donors to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_AFG.BAS.AID.UNESCO\",\"International aid disbursed to basic education, UNESCO to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_ETH.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_KHM.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_LAO.BAS.AID.INGOS\",\" International aid disbursed to basic education, International NGOs to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_MWI.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.11_TLS.TOT.AID.UNICEF\",\" International aid disbursed to total education, UNICEF to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.12_AFG.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.12_ETH.BAS.AID.KFW\",\"International aid disbursed to basic education, KfW to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.12_TLS.TOT.AID.USAID\",\" International aid disbursed to total education, USAID to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.13_AFG.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.13_ETH.BAS.AID.NLD\",\"International aid disbursed to basic education, Netherlands to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.14_ETH.BAS.AID.SIDA\",\"International aid disbursed to basic education, Sida to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.15_ETH.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.16_ETH.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.17_ETH.BAS.AID.WFP\",\"International aid disbursed to basic education, WFP to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.18_ETH.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_AFG.BAS.AID.DANIDA\",\"International aid disbursed to basic education, DANIDA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_ALB.BAS.AID.BEI\",\"International aid disbursed to basic education, BEI to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_BFA.BAS.AID.AFD\",\" International aid disbursed to basic education, AFD to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_CIV.BAS.AID.BADEA\",\" International aid disbursed to basic education, BADEA to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_CMR.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_DJI.BAS.AID.FSD\",\"International aid disbursed to basic education, FSD to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_ETH.BAS.AID.BEL\",\"International aid disbursed to basic education, Belgium (VLIR USO) to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_GEO.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_GHA.BAS.AID.GPE\",\"International aid disbursed to basic education, Global Partnership for Education to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_GIN.BAS.AID.ADPP.AFDB\",\"International aid disbursed to basic education, AfDB to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_GNB.BAS.AID.ADPP.HUM\",\"International aid disbursed to basic education, ADPP (Humana People to People) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_KGZ.BAS.AID.ADPP.GIZ\",\" International aid disbursed to basic education, GIZ to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_KHM.BAS.AID.BEL\",\" International aid disbursed to basic education, Belgium to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_LAO.BAS.AID.AUS\",\" International aid disbursed to basic education, AusAID to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_LBR.BAS.AID.USAID\",\" International aid disbursed to basic education, USAID to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_MDA.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Moldova (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_MDG.BAS.AID.ILO\",\" International aid to basic education executed by ILO in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_MRT.BAS.AID.AFD\",\"International aid disbursed to basic education, AFD to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_MWI.BAS.AID.CIDA\",\"International aid disbursed to basic education, CIDA to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_NER.BAS.AID.BEL\",\"International aid disbursed to basic education, Belgium to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_RWA.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_SEN.BAS.AID.FR\",\" International aid disbursed to basic education, AFD and French Embassy to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_SLE.BAS.AID.EC\",\" International aid disbursed to basic education, European Commission to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_TJK.BAS.AID.OPENS\",\" International aid disbursed to basic education, Open Society Foundations to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_TLS.TOT.AID.AUSAID.WB\",\" International aid disbursed to total education, AusAID (World Bank) to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_VNM.BAS.AID.DFID\",\"International aid disbursed to basic education, DFID to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.2_ZMB.BAS.AID.IRL\",\"International aid disbursed to basic education, Ireland to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_AFG.BAS.AID.FRA\",\"International aid disbursed to basic education, France to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_ALB.BAS.AID.CEIB\",\"International aid disbursed to basic education, CEIB to Albania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_BFA.BAS.AID.CHE\",\" International aid disbursed to basic education, Switzerland to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_CIV.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_CMR.BAS.AID.FR\",\"International aid disbursed to basic education, AFD and French Embassy to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_DJI.BAS.AID.AFD\",\"International aid disbursed to basic education, AFD to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_ETH.BAS.AID.DFID\",\"International aid disbursed to basic education, DFID to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_GEO.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_GHA.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_GIN.BAS.AID.ADPP.WB\",\"International aid disbursed to basic education, World Bank to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_GNB.BAS.AID.ADPP.OTH\",\"International aid disbursed to basic education, ADPP (other donors) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_KGZ.BAS.AID.ADPP.UNICEF\",\" International aid disbursed to basic education, UNICEF to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_KHM.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_LAO.BAS.AID.EC\",\" International aid disbursed to basic education, European Commission to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_LBR.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Liberia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_MDG.BAS.AID.FR\",\" International aid to basic education executed by AFD and French Embassy in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_MRT.BAS.AID.ISDB\",\"International aid disbursed to basic education, IsDB to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_MWI.BAS.AID.DFID\",\"International aid disbursed to basic education, DFID to Malawi (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_NER.BAS.AID.FR\",\"International aid disbursed to basic education, French Embassy to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_RWA.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_SEN.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_SLE.BAS.AID.GIZ\",\" International aid disbursed to basic education, GIZ to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_TJK.BAS.AID.EC\",\" International aid disbursed to basic education, European Commission to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_TLS.TOT.AID.AUS\",\" International aid disbursed to total education, Australia to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_VNM.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.3_ZMB.BAS.AID.ILO\",\"International aid disbursed to basic education, ILO to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_AFG.BAS.AID.DEU\",\"International aid disbursed to basic education, Germany to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_BFA.BAS.AID.DNK\",\" International aid disbursed to basic education, Denmark to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_CIV.BAS.AID.ISDB\",\" International aid disbursed to basic education, IsDB to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_CMR.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_DJI.BAS.AID.AFDB\",\"International aid disbursed to basic education, AfDB to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_ETH.BAS.AID.DVV\",\"International aid disbursed to basic education, DVV international to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_GEO.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Georgia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_GHA.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_GIN.BAS.AID.ADPP.GPE\",\"International aid disbursed to basic education, Global Partnership for Education to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_GNB.BAS.AID.EU\",\"International aid disbursed to basic education, European Commission to Guinea Bissau (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_KGZ.BAS.AID.ADPP.WB\",\" International aid disbursed to basic education, World Bank to Kyrgyzstan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_KHM.BAS.AID.EC\",\" International aid disbursed to basic education, European Commission to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_LAO.BAS.AID.DEU\",\" International aid disbursed to basic education, Germany (GIZ and KfW) to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_MDG.BAS.AID.JICA\",\" International aid to basic education executed by JICA in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_MRT.BAS.AID.SP\",\"International aid disbursed to basic education, Spanish Cooperation to Mauritania (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_MWI.BAS.AID.GIZ\",\"International aid disbursed to basic education, GIZ to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_NER.BAS.AID.JAPAN\",\"International aid disbursed to basic education, Japan to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_RWA.BAS.AID.USAID\",\" International aid disbursed to basic education, USAID to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_SEN.BAS.AID.IT\",\" International aid disbursed to basic education, Italy to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_SLE.BAS.AID.JICA\",\" International aid disbursed to basic education, JICA to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_TJK.BAS.AID.GIZ\",\" International aid disbursed to basic education, GIZ to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_TLS.TOT.AID.WB\",\" International aid disbursed to total education, World Bank (IDA) to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_VNM.BAS.AID.UNESCO\",\"International aid disbursed to basic education, UNESCO to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.4_ZMB.BAS.AID.JPN\",\"International aid disbursed to basic education, Japan to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_AFG.BAS.AID.IND\",\"International aid disbursed to basic education, India to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_BFA.BAS.AID.JICA\",\" International aid disbursed to basic education, JICA to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_CIV.BAS.AID.FSD\",\" International aid disbursed to basic education, FSD to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_CMR.BAS.AID.UNESCO\",\"International aid disbursed to basic education, UNESCO to Cameroun (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_DJI.BAS.AID.ISDB\",\"International aid disbursed to basic education, IsDB to Djibouti (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_ETH.BAS.AID.EC\",\"International aid disbursed to basic education, European Commission to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_GHA.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_GIN.BAS.AID.ADPP.GIZ\",\"International aid disbursed to basic education, GIZ to Guinea (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_GNB.BAS.AID.FR\",\"International aid disbursed to basic education, AFD and French Embassy to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_KHM.BAS.AID.JPN\",\" International aid disbursed to basic education, Japan to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_LAO.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_MDG.BAS.AID.NOR\",\" International aid to basic education executed by Norway in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_MRT.BAS.AID.UNESCO\",\"International aid disbursed to basic education, UNESCO to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_MWI.BAS.AID.GPE\",\"International aid disbursed to basic education, Global Partnership for Education to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_NER.BAS.AID.KFW\",\"International aid disbursed to basic education, KfW to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_RWA.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Rwanda (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_SEN.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_SLE.BAS.AID.SIDA\",\" International aid disbursed to basic education, Sida to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_TJK.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education (CF and EPDF) to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_TLS.TOT.AID.JPN\",\" International aid disbursed to total education, Japan to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_VNM.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.5_ZMB.BAS.AID.ZMB\",\"International aid disbursed to basic education, Netherlands to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_AFG.BAS.AID.JPN\",\"International aid disbursed to basic education, Japan's MoFA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_BFA.BAS.AID.NLD\",\" International aid disbursed to basic education, Netherlands to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_CIV.BAS.AID.KFW\",\" International aid disbursed to basic education, KfW to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_CMR.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Cameroun (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_DJI.BAS.AID.IMOA\",\"International aid disbursed to basic education, IMOA to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_ETH.BAS.AID.FIN\",\"International aid disbursed to basic education, Finland to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_GHA.BAS.AID.WFP\",\"International aid disbursed to basic education, WFP to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_GIN.BAS.AID.ADPP.KFW\",\"International aid disbursed to basic education, KfW to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_GNB.BAS.AID.PORT\",\"International aid disbursed to basic education, Portuguese Cooperation to Guinea Bissau (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_KHM.BAS.AID.SWE\",\" International aid disbursed to basic education, Sweden to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_LAO.BAS.AID.JICA\",\" International aid disbursed to basic education, JICA to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_MDG.BAS.AID.WFP\",\" International aid to basic education executed by WFP in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_MRT.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_MWI.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_NER.BAS.AID.WFP\",\"International aid disbursed to basic education, WFP to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_SEN.BAS.AID.USAID\",\" International aid disbursed to basic education, USAID to Senegal (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_SLE.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_TJK.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_TLS.TOT.AID.KOR\",\" International aid disbursed to total education, South Korea to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_VNM.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Vietnam (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.6_ZMB.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_AFG.BAS.AID.JICA\",\"International aid disbursed to basic education, JICA to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_BFA.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_CIV.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_ETH.BAS.AID.GIZ\",\"International aid disbursed to basic education, GIZ/BMZ to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_GHA.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Djibouti (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_GIN.BAS.AID.ADPP.UNICEF\",\"International aid disbursed to basic education, UNICEF to Guinea (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_GNB.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF (excluding Japan funds) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_KHM.BAS.AID.UNESCO\",\" International aid disbursed to basic education, UNESCO to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_LAO.BAS.AID.UNESCO\",\" International aid disbursed to basic education, UNESCO to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_MDG.BAS.AID.UNESCO\",\" International aid to basic education executed by UNESCO in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_MRT.BAS.AID.WFP\",\"International aid disbursed to basic education, WFP to Mauritania (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_MWI.BAS.AID.KFW\",\"International aid disbursed to basic education, KfW to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_NER.BAS.AID.DFID\",\"International aid disbursed to basic education, DFID to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_SLE.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank (including the Global Partnership for Education) to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_TJK.BAS.AID.USAID\",\" International aid disbursed to basic education, USAID to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_TLS.TOT.AID.NZL\",\" International aid disbursed to total education, New Zealand to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_VNM.BAS.AID.WB\",\"International aid disbursed to basic education, World Bank to Vietnam (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.7_ZMB.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Zambia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_AFG.BAS.AID.NLD\",\"International aid disbursed to basic education, Netherlands to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_BFA.BAS.AID.EC\",\" International aid disbursed to basic education, European Commission to Burkina Faso (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_CIV.BAS.AID.USAID\",\" International aid disbursed to basic education, USAID to Côte d'Ivoire (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_ETH.BAS.AID.GPE\",\"International aid disbursed to basic education, GPE Catalytic Fund to Ethiopia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_GNB.BAS.AID.JAP\",\"International aid disbursed to basic education, Japan (via UNICEF) to Guinea Bissau (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_KHM.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_LAO.BAS.AID.UNICEF\",\" International aid disbursed to basic education, UNICEF to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_MDG.BAS.AID.UNICEF\",\" International aid to basic education executed by UNICEF in Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_MWI.BAS.AID.UNICEF\",\"International aid disbursed to basic education, UNICEF to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_NER.BAS.AID.CHE\",\"International aid disbursed to basic education, Switzerland to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_SLE.BAS.AID.WFP\",\" International aid disbursed to basic education, WFP to Sierra Leone (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_TJK.BAS.AID.WFP\",\" International aid disbursed to basic education, WFP to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.8_TLS.TOT.AID.CFNZL\",\" International aid disbursed to total education, ChildFund NZAID and UNICEF to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_AFG.BAS.AID.NZL\",\"International aid disbursed to basic education, New Zealand to Afghanistan (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_ETH.BAS.AID.ITA\",\"International aid disbursed to basic education, Italian Cooperation to Ethiopia (USD million)\",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_KHM.BAS.AID.USAID\",\" International aid disbursed to basic education, AUSAID to Cambodia (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_LAO.BAS.AID.WFP\",\" International aid disbursed to basic education, WFP to Laos (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_MDG.BAS.AID.GPE\",\" International aid disbursed to basic education, Global Partnership for Education to Madagascar (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_MWI.BAS.AID.USAID\",\"International aid disbursed to basic education, USAID to Malawi (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_NER.BAS.AID.LUX\",\"International aid disbursed to basic education, Luxembourg to Niger (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_TJK.BAS.AID.WB\",\" International aid disbursed to basic education, World Bank to Tajikistan (USD million) \",\"International concessional aid disbursed by the reporting development partner to the basic education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.9_TLS.TOT.AID.PRT\",\" International aid disbursed to total education, Portugal to Timor-Leste (USD million) \",\"International concessional aid disbursed by the reporting development partner to the total education sector in the specific developing country. Targets indicate scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by the donor to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.2.AMeanIncGr.All\",\"Annualized Mean Income Growth (2009-2014)\",\"The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.2.AMeanIncGr.B40\",\"Annualized Mean Income Growth Bottom 40 Percent (2009-2014)\",\"The indicator to monitor shared prosperity is the growth in real per capita income (or consumption) of the bottom 40 percent of the income (or consumption) distribution in a country.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank) and World Development Indicators\"\n\"5.2_BASIC.EDU.AID\",\"International aid for basic education, disbursed (up to present year) and scheduled (next years), aggregation of reporting donors (USD million)\",\"Sum of international concessional aid disbursed by reporting development partners (donors) to the total education sector in a specific developing country. Targets indicate the sum of the scheduled or projected aid. Accounted aid includes activities, projects, technical cooperation and sector and budget support (20%), as it was reported by donors to the Global Partnership for Education.\",\"Global Partnership for Education\",\"The 2011 Monitoring Exercise on Aid Effectiveness in the Education Sector was produced by the Global Partnership for Education (GPE) in parallel to the OECD’s 2011 Survey on Monitoring the Paris Declaration. Through this exercise participating donors reported on the international aid allocated and projected to specific developing countries. Data were later validated and/or updated when preparing the GPE Results Report in 2012. Most of the figures were reported in 2011 and in USD. When it was not the case, currencies were converted to USD. Data are relative to a calendar year, unless it is specified otherwise in the country notes. For further details in this 2012 Monitoring Exercise, please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2/\"\n\"5.21.01.01.sdds\",\"Special Data Dissemination Standard\",\"The Special Data Dissemination Standard (SDDS) was established by the IMF for member countries that have or that might seek access to international capital markets, to guide them in providing their economic and financial data to the public. Although subscription is voluntary, the subscribing member needs to be committed to observing the standard and provide information about its data and data dissemination practices (metadata). The metadata are posted on the IMF's Dissemination Standards Bulletin Board. The SDDS is expected to enhance the availability of timely and comprehensive data and improve the functioning of financial markets.\",\"Statistical Capacity Indicators\",\"World Bank: World Development Indicator (Primary Data Documentation). Original Source: IMF SDDS website\"\n\"5.51.01.01.poverty\",\"Income poverty\",\"Proportion of population below US$1.25 a day is the percentage of the population living on less than $1.25 a day at 2005 international prices. The US$1.25 poverty line is compared to consumption or income per person and includes consumption from own production and income in kind. This poverty line has fixed purchasing power across countries. This indicator measures progress toward the reduction of extreme poverty and relates to the first MDG goal to eradicate extreme poverty and hunger.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: World Bank, Development Research Group, PovcalNet\"\n\"5.51.01.02.malnut\",\"Child malnutrition\",\"Prevalence of underweight children under-five years of age, also known as prevalence of child malnutrition (weight for age), is the percentage of children under-five whose weight for age is less than minus two standard deviations from the median for the international reference population ages 0 to 59 months. The data are based on the World Health Organization’s new child growth standards released in 2006. Child malnutrition is linked to poverty, low levels of education, and poor access to health services. Sufficient and good-quality nutrition is therefore critical for development, health, and survival of current and succeeding generations. This indicator monitors nutritional status and health in populations and relates to the first MDG aiming at reducing poverty and hunger.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: World Health Organization (WHO), Global Database on Child Growth and Malnutrition\"\n\"5.51.01.03.mortal\",\"Child mortality\",\"Under-five mortality rate is the probability that a newborn baby will die before reaching age five, if subject to current age-specific mortality rates. The probability is expressed as a rate per 1,000. The indicator measures child survival. Survival of a child is closely linked to the provision of primary health-care services; but poverty, malnutrition, a decline in breast-feeding, maternal education, use of improved water, and inadequacy sanitation and health facilities are all associated with high child mortality. The indicator relates to the fourth MDG calling for reducing child mortality.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: UNICEF, WHO, World Bank, UN DESA, UNPD\"\n\"5.51.01.04.immun\",\"Immunization\",\"The proportion of one-year-old children immunized against measles is the proportion of children aged one who received one dose of measles vaccine. A child is considered adequately immunized against measles after receiving one dose of vaccine. Immunization is an essential component for reducing under-five mortality, and it serves as a proxy to measure the coverage and the quality of the child health care system. This indicator is also related to the fourth MDG aiming at reducing child mortality.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: WHO and UNICEF\"\n\"5.51.01.05.hiv\",\"HIV/AIDS\",\"HIV prevalence at any given age is the difference between the cumulative numbers of people who have become affected with HIV up to this age and the number who died, expressed as a percentage of the total number alive at this age. The basis of measuring infection is the incidence of HIV among people aged 15-49. HIV/AIDS is one of the world’s most important killers and has its greatest impact on poor countries and poor people. This indicator relates to MDG number six to combat HIV/AIDS, malaria, and other diseases.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: UNAIDS\"\n\"5.51.01.06.matern\",\"Maternal health\",\"Births attended by skilled health staff are the percentage of deliveries attended by personnel trained to give the necessary supervision, care, and advice to women during pregnancy, labor, and the postpartum period, to conduct deliveries on their own, and to care for the newborns. High maternal mortality rates in many countries are the result of inadequate reproductive health care for women and inadequately spaced births. The indicator monitors the ability of the health system to provide good antenatal and postnatal care for women and relates to the fifth MDG aiming at improving maternal health, with a target of reducing by three-quarters, between 1990 and 2015, the maternal mortality ratio.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original sources: UNICEF: State of the World's Children\"\n\"5.51.01.07.gender\",\"Gender equality\",\"The indicator is defined as the ratio of the gross enrollment rate of girls to boys in primary and secondary education levels in both public and private schools. Women have an enormous impact on the well-being of their families and societies, but their potential is sometimes not realized because of discriminatory social norms, incentives, and legal institutions. Although their status has improved in recent decades, gender inequalities persist. Education is one of the most important aspects of human development, and eliminating gender disparity at all levels of education would help to increase the status and capabilities of women. This indicator provides a measure of equality of educational opportunity and relates to the third MDG that seeks to promote gender equality and the empowerment of women.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: UNESCO Institute for Statistics: Table 5: Enrolment ratios by ISCED level\"\n\"5.51.01.08.primcomp\",\"Primary completion\",\"Primary completion rate (PCR) is the number of students successfully completing the last year of (or graduating from) primary school in a given year, divided by the number of children of official graduation age in the population. Because of difficulties with developing data based on this definition, data analysis is generally based on the PCR proxy indicator which is the number of children reaching the last year of primary school (as defined by a country) net of repeaters. The indicator, which monitors education system coverage and student progression, is intended to measure human capital formation and school system quality and efficiency and relates to the second MDG to achieve universal primary education.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: UNESCO Institute for Statistics: Table 12: Measures of progression and completion in primary education (ISCED 1)\"\n\"5.51.01.09.water\",\"Access to water\",\"Access to an improved water source is currently defined as the percentage of the population that can obtain at least 20 liters per person per day from an “improved” source that is within one kilometer of the user’s dwelling. Improved water sources include household connection, public standpipe, borehole, protected well or spring, and rainwater collection, but do not include water provided through vendors, tanker trucks, unprotected wells, unprotected springs, and bottled water. Unsafe water and lack of basic sanitation is the direct cause of many water-related diseases in developing countries. This indicator monitors access to improved water sources based on the assumption that improved sources are likely to provide safer water and relates to the seventh MDG to ensure environmental sustainability.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: World Health Organization and United Nations Children's Fund, Joint Measurement Programme (JMP)\"\n\"5.51.01.10.gdp\",\"Per capita GDP growth\",\"GDP per capita is the sum of gross value added by all resident producers in the economy plus any product taxes (less subsidies) not included in the valuation of output, divided by mid-year population. Growth is calculated from constant price GDP data in local currency. Sustained economic growth increases average incomes and is strongly linked to poverty reduction. GDP per capita provides a basic measure of the value of output per person, which is an indirect indicator of per capita income. Growth in GDP and GDP per capita are considered broad measures of economic growth.\",\"Statistical Capacity Indicators\",\"World Development Indicator (WDI) databank. Original source: World Bank national accounts data, and OECD National Accounts data files\"\n\"6.0.Conspc\",\"Consumption per capita (2011 $)\",\"Consumption per capita is the market value of all goods and services, including durable products and payments and fees to governments to obtain permits and licenses, purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.\",\"LAC Equity Lab\",\"LAC Equity Lab Tablulations of the World Development Indicators (World Bank).\"\n\"6.0.GDP_current\",\"GDP (current $)\",\"GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars. Dollar figures for GDP are converted from domestic currencies using single year official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used. \",\"LAC Equity Lab\",\"World Development Indicators (World Bank)\"\n\"6.0.GDP_growth\",\"GDP growth (annual %)\",\"Annual percentage growth rate of GDP at market prices based on constant local currency. Aggregates are based on constant 2011 U.S. dollars. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.\",\"LAC Equity Lab\",\"World Development Indicators (World Bank)\"\n\"6.0.GDP_usd\",\"GDP (constant 2005 $)\",\"GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2005 U.S. dollars. Dollar figures for GDP are converted from domestic currencies using 2000 official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used. \",\"LAC Equity Lab\",\"World Development Indicators (World Bank)\"\n\"6.0.GDPpc_constant\",\"GDP per capita, PPP (constant 2011 international $) \",\"GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2011 international dollars. \",\"LAC Equity Lab\",\"World Development Indicators (World Bank)\"\n\"6.0.GNIpc\",\"GNI per capita (2011 $)\",\"GNI per capita is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and the Euro area, Japan, the United Kingdom, and the United States.\",\"LAC Equity Lab\",\"LAC Equity Lab Tablulations of the World Development Indicators (World Bank).\"\n\"6.1.1_PRIMARY.ENERGY.SUPPLY\",\"Total primary energy supply (TJ)\",\"Total primary energy supply (TJ): As defined by the IEA, total primary energy supply is made up of production+net imports-international marine and aviation bunkers+-stock changes.\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"6.1.2_GDP.PPP\",\"GDP (2011 USD PPP)\",\"\",\"Sustainable Energy for All\",\"\"\n\"6.1_LEG.CA\",\"Coordinating agency of Local Education Group (1=text in notes)\",\"Coordinating Agency (CA) or lead donor in the Local Education Group (LEG) coordinates and facilitates partners’ engagement with the Global Partnership for Education, thus serving as the communication link between the LEG and the Secretariat. The CA has a central role in facilitating the work of the LEG and is selected by this group. The LEG is the local structure of the Global Partnership for Education that bring together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"6.1_PRIMARY.ENERGY.INTENSITY\",\"Energy intensity level of primary energy (MJ/$2005 PPP)\",\"Energy intensity level of primary energy (MJ/$2005 PPP): A ratio between energy supply and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"6.2_LEG.OTHER.DONORS\",\"Donor members in Local Education Group (1=text in notes)\",\"Development partners other than the Coordinating Agency or lead donor in the Local Education Group (LEG), excluding civil society organizations (CSOs) and government and public entities. The LEG is the local structure of the Global Partnership for Education that bring together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"6.3_LEG.CSO\",\"Civil society organizations in Local Education Group (1=text in notes)\",\"Local and international civil society organizations (CSO) participating in the Local Education Group (LEG), excluding development partners and government and public entities. The LEG is the local structure of the Global Partnership for Education that brings together partners to develop high quality education strategies and programs. They are typically led by the Ministry of Education and include development partners and other education stakeholders such as national government and public entities, local and international civil society organizations (CSOs), CSO coalitions, teachers' and parents' organizations and private sector providers. The specific composition, title, and working arrangements of the LEG will vary from country to country. The LEG should be a collaborative forum for policy dialogue and for alignment and harmonization of technical and financial support to the education sector plan. It seeks to ensure that all parties are kept fully apprised of the progress and challenges in the sector, and it collates and disseminates information on domestic and external funding for the education sector.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"6.4_LAST.JSR\",\"Date of last Joint Education Sector Review (year=full date in notes)\",\"Date of most recent Joint Sector Review (JSR) carried out by the Local Education Group (LEG). A JSR is a monitoring and review mechanism where LEG members get together to assess progress, challenges and funding of the education sector. They provide an opportunity to measure progress against Education Sector Plans (ESPs) as well as to influence allocations and work-plans. They take place annually or biannually (some countries have more than two JSRs per year). Periodicity, participants and working arrangements are determined by the LEG. An aide-memoire gathering conclusions reached by stakeholders is produced at the end of the JSR.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.\"\n\"6.5_NEXT.JSR\",\"Date of next Joint Education Sector Review (year=full date in notes)\",\"Date of next Joint Sector Review (JSR) planned by the Local Education Group (LEG). A JSR is a monitoring and review mechanism where LEG members get together to assess progress, challenges and funding of the education sector. They provide an opportunity to measure progress against Education Sector Plans (ESPs) as well as to influence allocations and work-plans. They take place annually or biannually (some countries have more than two JSRs per year). Periodicity, participants and working arrangements are determined by the LEG. An aide-memoire gathering conclusions reached by stakeholders is produced at the end of the JSR.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.\"\n\"7.1.1_ESP.PERIOD.START\",\"Starting year of current Education Sector Plan period (year=full period in notes)\",\"The starting year for the period in which the Education Sector Plan or Transitional Education Plan is in effect. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year in which the Education Sector Plan came into effect is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.\"\n\"7.1.2_ESP.PERIOD.END\",\"Ending year of current Education Sector Plan period (year=full period in notes)\",\"The ending year for the period in which the Education Sector Plan or Transitional Education Plan is in effect. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The year in which the Education Sector Plan came into effect is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.\"\n\"7.1_CURR.ALLOCATION.SE\",\"Current allocation - Supervising or managing entity (1=text in notes)\",\"When a Program Implementation Grant is requested from the Global Partnership, a supervising entity (SE) or managing entity (ME) must be designated by the Local Education Group (LEG). They are a bilateral or multilateral development agency. The key difference between these two roles is that a SE will transfer grant funds to the developing-country government, who will implement the program, whereas a ME will manage program activities directly.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"7.1_PRIMARY.ENER.INTENS.RATE\",\"Primary energy intensity - Compound Annual Growth Rate (%)\",\"Rate of primary energy intensity improvement (%): Compound annual gross rate (CAGR) of the energy intensity ratio reported for two decades (1990-2000 and 2000-2010) and a twenty-year period (1990-2010). Negative values represent improvements in energy intensity (less energy is used to produce one unit of output), while positive numbers indicate declination of energy intensity (more energy is used to produce one unit of output)\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"7.11_CURR.ALLOCATION.MODALITY\",\"Current allocation - Modality (1=text in notes)\",\"The Global Partnership for Education is underpinned by the principles set out in the March 2005 Paris Declaration on Aid Effectiveness. The Global Partnership, therefore, anticipates that Local Education Groups (LEGs) will use the following order of preference when choosing a modality for GPE funding: Budget support (general or sector); pool funding; or stand-alone project. The LEG will need to determine the most appropriate and efficient way to channel the Program Implementation Grant into the education sector, balancing risks with the need to optimize capacity building and country ownership.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"7.12_CURR.ALLOCATION.2011.DISB\",\"Current allocation - Total disbursements as of 12/2011 (USD millions)\",\"Current GPE funding disbursed from the date of the signature of allocation to December 31st, 2011.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The total amount disbursed up to December 31st, 2011 is indicated in the 2011 year column.\"\n\"7.13_CURR.ALLOCATION.DISB\",\"Current allocation - Annual disbursements (USD million)\",\"Current GPE funding disbursed and projected. Disbursements are indicated up to 2011; projections are labeled as \\\"targets\\\" starting in 2012. \",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. \"\n\"7.2_ESP.ENDORSEMENT\",\"Endorsement of Education Sector Plan (year)\",\"Year in which the Education Sector Plan or Transitional Education Plan was endorsed (a first or subsecuent times) by local donor partners, which grants membership into the Global Partnership for Education (GPE) and enable developing countries to apply for GPE funding. Education sector plans should contribute to the Education for All goals. When partners endorse a country’s education sector plan, they signal that the plan contributes to the attainment of those goals, and they commit to aligning their technical and financial support with the plan. This commitment promotes harmonization as well as consistency, coherence, and sustainability in education sector development.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The year in which the Education Sector Plan was first endorsed is indicated in the corresponding year column.\"\n\"7.3_PREV.ALLOCATION.YEAR\",\"Previous allocation - Approval (year)\",\"Year(s) of approval of a Global Partnership funding operation that is now closed. \",\"Global Partnership for Education\",\"This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the GPE funding was approved is indicated in the corresponding year column.\"\n\"7.4_PREV.ALLOCATION.AMOUNT\",\"Previous allocation - Amount disbursed (USD million)\",\"Amount(s) allocated through a Global Partnership funding operation that is now closed.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The amount of the GPE funding is indicated in the corresponding approval year column. \"\n\"7.5_CURR.ALLOCATION.YEAR\",\"Current allocation - Approval (year)\",\"Year of approval of a Global Partnership funding operation that is currently being disbursed.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the GPE funding was approved is indicated in the corresponding year column.\"\n\"7.6_CURR.ALLOCATION.AMOUNT\",\"Current allocation - Total indicative amount (USD million)\",\"Amount allocated through a Global Partnership funding operation that is currently being disbursed.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education (GPE). It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. The amount of the GPE funding is indicated in the corresponding approval year column.\"\n\"7.7.1_CURR.ALLOCATION.PERIOD.START\",\"Current allocation - Starting year of implementation period (year=full period in notes)\",\"The starting year for the disbursement period of the current Global Partnership funding.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the the GPE funding was first disbursed, or is expected to be first disbursed, is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.\"\n\"7.7.2_CURR.ALLOCATION.PERIOD.END\",\"Current allocation - Ending year of Implementation period (year=full period in notes)\",\"The ending year for the disbursement period of the current Global Partnership funding.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education (GPE) internal information that was shared with the Local Education Group for their review and validation. The year in which the the GPE funding was first disbursed, or is expected to be first disbursed, is indicated in the corresponding year column, and the full period in a note for the specific indicator and country.\"\n\"7.8_CURR.ALLOCATION.SIGNATURE\",\"Current allocation - Signature date (year=full date in notes)\",\"Date of GPE grant agreement signature between a recipient government and the supervising entity.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The year of the date is indicated in the corresponding year column and the full date in a note for the specific indicator and country.\"\n\"7.9_CURR.ALLOCATION.CLOSURE\",\"Current allocation - Closing date (year=full date in notes)\",\"Date of GPE grant agreement closure, when the supervising or managing entity informs the GPE that there will not be any other disbursements on the grant.\",\"Global Partnership for Education\",\"This refers to Global Partnership for Education internal information that was shared with the Local Education Group for their review and validation. The use of \\\"1\\\" as value indicates that the indicator contains text, expressed as a note for the specific country.\"\n\"8.0.LIPI\",\"Labor Income Poverty Index\",\"The Labor Income Poverty Index (LIPI) measures changes in the share of households that have per capita labor income below the regional poverty line of $4 per day, relative to a selected reference period. This reference period is the third quarter in 2010 (2010Q3 = 1), except for Chile and Guatemala, where 2010Q4 = 1.\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of LABLAC (CEDLAS and the World Bank).\"\n\"8.1.1_FINAL.ENERGY.CONSUMPTION\",\"Total final consumption (TJ)\",\"Total final consumption (TJ): As defined by the IEA, total final consumption represents the sum of consumption in the end-use sectors and excludes energy used for transformation processes and energy used of the energy producing industries\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"8.1.2_FINAL.ENERGY.INTENSITY\",\"Energy intensity level of final energy (MJ/$2005 PPP)\",\"Energy intensity level of final energy (MJ/$2005 PPP): A ratio between final energy consumption and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"8.1_FINAL.ENER.INTENS.RATE\",\"Final energy intensity - Compound Annual Growth Rate (%)\",\"Rate of final energy intensity improvement (%): Compound annual gross rate (CAGR) of the energy intensity ratio reported for two decades (1990-2000 and 2000-2010) and a twenty-year period (1990-2010). Negative values represent improvements in energy intensity (less energy is used to produce one unit of output), while positive numbers indicate declination of energy intensity (more energy is used to produce one unit of output)\",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"8.1_SCH.LEAVING.EXAMS\",\"Administration of school leaving exams (yes=1, no=0, see notes if available)\",\"It indicates if school leaving exams are administered for primary and lower secondary levels and in which grade. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. \"\n\"8.2_INT.TESTS\",\"Participation in international tests (yes=1, no=0, see notes if available)\",\"It indicates in which international learning outcome assessments has the country participated and in which year. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. \"\n\"8.3.1_ALB.LEAR.TEST.9.LANG.MEAN\",\"National assessment for learning outcomes in Albania, grade 9, Language (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Scale goes up to 50.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_BFA.PASEC.CP2.FR\",\"PASEC in Burkina Faso, CP2, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_CAF.BREVET.SUCC\",\" Brevet des colleges in Central African Republic, success rate (%) \",\"Success rate in the Brevet des colleges, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_CIV.LEAR.TEST.PRIM.ALL.MEAN\",\"National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), mean score of all subjects \",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_CMR.PASEC.25.FRE\",\"PASEC in Cameroon, grades 2 and 5, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_ETH.LEAR.TEST.10.ENG.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, English, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_GEO.PIRLS.4.READ.MEAN\",\"PIRLS in Georgia, grade 4, Reading (mean score)\",\"Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_GHA.LEAR.TEST.P3.ENG.ABOV.MEAN\",\"National assessment for learning outcomes in Ghana, P3, English, students above mean (%)\",\"Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_GIN.PASEC.CP2.FR.MEAN\",\"PASEC in Guinea, CP2, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_KGZ.PISA.89.READ1\",\"PISA in Kyrgyzstan, grades 8-9, Reading - overall (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_KHM.LEAR.TEST.3.LANG.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 3, Language (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_LAO.LEAR.TEST.5.LANG.MEAN\",\"National assessment for learning outcomes in Laos, grade 5, Language (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_MDA.LEAR.TEST.4.MEAN\",\"National assessment for learning outcomes in Moldova, grade 4, mean competency (%)\",\"Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_MDG.PASEC.CM2.FRE\",\"PASEC in Madagascar, CM2, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_MOZ.SACMEQ.TEST.6.READ\",\"SACMEQ in Mozambique, grade 5, Reading (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_MRT.PASEC.5.FR\",\"PASEC in Mauritania, grade 5, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_MWI.SACMEQ.357.READ\",\"SACMEQ in Malawi, standards 3,5,7, Reading (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_NER.LEAR.TEST.CP.FR.MEAN\",\"National assessment for learning outcomes in Niger, CP, French (mean score)\",\"Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_SEN.LEAR.TEST.CE2.MATH.MIN\",\"National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, minimal competency (%)\",\"Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_VNM.LEAR.TEST.5.MAT1\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares natural numbers, fractions and decimals. Uses single operations of +, -, x and : on simple whole numbers; works with simple measures such as time; recognizes simple 3D shapes.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_VNM.LEAR.TEST.5.READ1\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Matches text at word or sentence level aided by pictures. Restricted to a limited range of vocabulary linked to pictures.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.1_ZMB.LEAR.TEST.5.READ\",\"National assessment for learning outcomes in Zambia, grade 5, Reading (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.10_ETH.LEAR.TEST.12.CHE.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, Chemistry, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.10_GEO.LEAR.TEST.9.LANG.LOWEST\",\"National assessment for learning outcomes in Georgia, grade 9, Language, students in lowest level (%)\",\"Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.10_GHA.LEAR.TEST.P6.ENG.ABOV.PROF\",\"National assessment for learning outcomes in Ghana, P6, English, students above proficient levels (%)\",\"Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.10_GIN.PASEC.CM1.FR.MATH.MEAN.BEG\",\"PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)\",\"Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.10_NER.LEAR.TEST.CP.FR.UNDERMIN\",\"National assessment for learning outcomes in Niger, CP, French, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.11_ETH.LEAR.TEST.12.PHY.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, Physics, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.11_GEO.LEAR.TEST.9.MAT.LOWEST\",\"National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in lowest level (%)\",\"Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.11_GHA.LEAR.TEST.P3.MAT.ABOV.PROF\",\"National assessment for learning outcomes in Ghana, P3, Mathematics, students above proficient levels (%)\",\"Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.11_GIN.LEAR.TEST.CEPE.MEAN\",\"National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade) (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.11_NER.LEAR.TEST.CE2.FR.UNDERMIN\",\"National assessment for learning outcomes in Niger, CE2, French, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.12_ETH.LEAR.TEST.12.AVR.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, average of all subjects, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.12_GEO.LEAR.TEST.1.ENG.MED\",\"National assessment for learning outcomes in Georgia, grade 1, English, students in medium level (%)\",\"Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.12_GHA.LEAR.TEST.P6.MAT.ABOV.PROF\",\"National assessment for learning outcomes in Ghana, P6, Mathematics, students above proficient levels (%)\",\"Students with results above proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.12_GIN.LEAR.TEST.BEPC.MEAN\",\"National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.12_NER.LEAR.TEST.CM2.FR.UNDERMIN\",\"National assessment for learning outcomes in Niger, CM2, French, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.13_GEO.LEAR.TEST.9.LANG.MED\",\"National assessment for learning outcomes in Georgia, grade 9, Language, students in medium level (%)\",\"Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.13_GHA.TIMSS.8.MAT.MEAN\",\"TIMSS in Ghana, grade 8, Mathematics (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.13_GIN.LEAR.TEST.BAC.MEAN\",\"National assessment at the end of secondary (BAC) in Guinea, Terminale (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.13_NER.LEAR.TEST.CP.MATH.MEAN\",\"National assessment for learning outcomes in Niger, CP, Mathematics (mean score)\",\"Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.14_GEO.LEAR.TEST.9.MAT.MED\",\"National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in medium level (%)\",\"Students with medium competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.14_GHA.TIMSS.8.SCI.MEAN\",\"TIMSS in Ghana, grade 8, Science (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.14_GIN.LEAR.TEST.CEPE.MIN\",\"National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), minimal competency \",\"Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.14_NER.LEAR.TEST.CE2.MATH.MEAN\",\"National assessment for learning outcomes in Niger, CE2, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.15_GEO.LEAR.TEST.1.ENG.HIGH\",\"National assessment for learning outcomes in Georgia, grade 1, English, students in higher level (%)\",\"Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.15_GHA.LITERACY.P3.LETTERS\",\"Making the Grade Scores in Ghana, P3, Literacy in English, Letters per minute (mean)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.15_GIN.LEAR.TEST.BEPC.MIN\",\"National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, minimum competency \",\"Minimum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.15_NER.LEAR.TEST.CM2.MATH.MEAN\",\"National assessment for learning outcomes in Niger, CM2, Mathematics (mean score)\",\"Mean scores calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.16_GEO.LEAR.TEST.9.LANG.HIGH\",\"National assessment for learning outcomes in Georgia, grade 9, Language, students in higher level (%)\",\"Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.16_GHA.LITERACY.P5.LETTERS\",\"Making the Grade Scores in Ghana, P5, Literacy in English, Letters per minute (mean)\",\"Mean letters per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.16_GIN.LEAR.TEST.BAC.MIN\",\"National assessment at the end of secondary (BAC) in Guinea, minimal competency \",\"Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.16_NER.LEAR.TEST.CP.MATH.OPTIM\",\"National assessment for learning outcomes in Niger, CP, Mathematics, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.17_GEO.LEAR.TEST.9.MAT.HIGH\",\"National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in higher level (%)\",\"Students with higher competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.17_GHA.LITERACY.P3.WORDS\",\"Making the Grade Scores in Ghana, P3 Literacy in English, Words per minute (mean)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.17_GIN.LEAR.TEST.CEPE.OPTIM\",\"National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), optimal competency \",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.17_NER.LEAR.TEST.CE2.MATH.OPTIM\",\"National assessment for learning outcomes in Niger, CE2, Mathematics, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.18_GEO.LEAR.TEST.9.LAG.HIGHEST\",\"National assessment for learning outcomes in Georgia, grade 9, Language, students in highest level (%)\",\"Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.18_GHA.LITERACY.P5.WORDS\",\"Making the Grade Scores in Ghana, P5, Literacy in English, Words per minute (mean)\",\"Mean words per minute read in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.18_GIN.LEAR.TEST.BEPC.OPTIM\",\"National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, optimal competency \",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.18_NER.LEAR.TEST.CM2.MATH.OPTIM\",\"National assessment for learning outcomes in Niger, CM2, Mathematics, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.19_GEO.LEAR.TEST.9.MAT.HIGHEST\",\"National assessment for learning outcomes in Georgia, grade 9, Mathematics, students in highest level (%)\",\"Students with highest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.19_GHA.LITERACY.P3.ZERO\",\"Making the Grade Scores in Ghana, P3, Literacy in English, Zero score \",\"Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.19_GIN.LEAR.TEST.BAC.OPTIM\",\"National assessment at the end of secondary (BAC) in Guinea, optimal competency \",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.19_NER.LEAR.TEST.CP.MATH.MIN\",\"National assessment for learning outcomes in Niger, CP, Mathematics, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_ALB.LEAR.TEST.9.MAT.MEAN\",\"National assessment for learning outcomes in Albania, grade 9, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade. Country-specific definition and method are determined by country. Scale goes up to 50.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_BFA.PASEC.CM1.FR\",\"PASEC in Burkina Faso, CM1, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_CAF.BAC.SUCC\",\" Baccalaureate in Central African Republic, exam at the end of secondary education, success rate (%) \",\"Success rate in the exam at the end of secondary education (Baccalaureate), as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_CIV.LEAR.TEST.SEC.ALL.MEAN\",\"National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), mean score of all subjects \",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_CMR.PASEC.25.MAT\",\"PASEC in Cameroon, grades 2 and 5, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_ETH.LEAR.TEST.10.MAT.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, Mathematics, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_GEO.TIMSS.4.MAT.MEAN\",\"TIMSS in Georgia, grade 4, Mathematics (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_GHA.LEAR.TEST.P6.ENG.ABOV.MEAN\",\"National assessment for learning outcomes in Ghana, P6, English, students above mean (%)\",\"Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_GIN.PASEC.CP2.MAT.MEAN\",\"PASEC in Guinea, CP2, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_KGZ.PISA.89.READ2\",\"PISA in Kyrgyzstan, grades 8-9, Reading - access and retrieve (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_KHM.LEAR.TEST.3.MAT.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 3, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_LAO.LEAR.TEST.5.LANG.MIN\",\"National assessment for learning outcomes in Laos, grade 5, Language (minimal competency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_MDA.LEAR.TEST.9.MEAN\",\"National assessment for learning outcomes in Moldova, grade 9, mean competency (%)\",\"Students with mean competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_MDG.PASEC.CM2.MAT\",\"PASEC in Madagascar, CM2, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_MOZ.SACMEQ.TEST.6.MAT\",\"SACMEQ in Mozambique, grade 5, Mathematics (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_MRT.PASEC.5.MAT\",\"PASEC in Mauritania, grade 5, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_MWI.SACMEQ.357.MAT\",\"SACMEQ in Malawi, standards 3,5,7, Mathematics (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. In Malawi SACMEQ I tested learners on English; SACMEQ II on English and Mathematics; and SACMEQ III on English, Mathematics, and HIV/AIDs. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_NER.LEAR.TEST.CE2.FR.MEAN\",\"National assessment for learning outcomes in Niger, CE2, French (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_SEN.LEAR.TEST.CE2.FR.MIN\",\"National assessment for learning outcomes (SNERS) in Senegal, CE2, French, minimal competency (%)\",\"Minimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_VNM.LEAR.TEST.5.MAT2\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Converts fractions with denominator of 10 to decimals. Calculates with whole numbers using one operation (x, -, + or ;) in a one step word problem; recognizes 2D and 3D shapes.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_VNM.LEAR.TEST.5.READ2\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 2, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Locates text expressed in short repetitive sentences and can deal with text unaided by pictures. Type of text is limited to short sentences and phrases with repetitive patterns.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.2_ZMB.LEAR.TEST.5.MAT\",\"National assessment for learning outcomes in Zambia, grade 5, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.20_GHA.LITERACY.P5.ZERO\",\"Making the Grade Scores in Ghana, P5, Literacy in English, Zero score \",\"Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.20_GIN.LEAR.TEST.CEPE.MAX\",\"National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), maximal competency \",\"Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.20_NER.LEAR.TEST.CE2.MATH.MIN\",\"National assessment for learning outcomes in Niger, CE2, Mathematics, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.21_GHA.NUMERACY.P3.ADDITIO\",\"Making the Grade Scores in Ghana, P3, Numeracy, Correct Additions (%)\",\"Students capable of perform correct additions in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.21_GIN.LEAR.TEST.BEPC.MAX\",\"National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, maximal competency \",\"Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.21_NER.LEAR.TEST.CM2.MATH.MIN\",\"National assessment for learning outcomes in Niger, CM2, Mathematics, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.22_GHA.NUMERACY.P5.ADDITIO\",\"Making the Grade Scores in Ghana, P5, Numeracy, Correct Additions (%)\",\"Students capable of perform correct additions in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.22_GIN.LEAR.TEST.BAC.MAX\",\"National assessment at the end of secondary (BAC) in Guinea, maximal competency \",\"Maximum competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.22_NER.LEAR.TEST.CP.MATH.UNDERMIN\",\"National assessment for learning outcomes in Niger, CP, Mathematics, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.23_GHA.NUMERACY.P3.MULTIPLI\",\"Making the Grade Scores in Ghana, P3, Numeracy, Correct Multiplications (%)\",\"Students capable of performing correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.23_GIN.LEAR.TEST.CEPE.SUCC\",\"National assessment at the end of primary (CEPE) in Guinea, CM2 (6 grade), success rate (%)\",\"Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.23_NER.LEAR.TEST.CE2.MATH.UNDERMIN\",\"National assessment for learning outcomes in Niger, CE2, Mathematics, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.24_GHA.NUMERACY.P5.MULTIPLI\",\"Making the Grade Scores in Ghana, P5, Numeracy, Correct Multiplications (%)\",\"Students capable of perform correct multiplications in the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.24_GIN.LEAR.TEST.BEPC.SUCC\",\"National assessment at the end of lower secondary (BEPC) in Guinea, 10 grade, success rate (%)\",\"Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.24_NER.LEAR.TEST.CM2.MATH.UNDERMIN\",\"National assessment for learning outcomes in Niger, CM2, Mathematics, under minimal competency (%)\",\"Students under minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.25_GHA.NUMERACY.P3.ZERO\",\"Making the Grade Scores in Ghana, P3, Numeracy, Zero score \",\"Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.25_GIN.LEAR.TEST.BAC.SUCC\",\"National assessment at the end of secondary (BAC) in Guinea, success rate (%)\",\"Success rate calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.25_NER.LEAR.TEST.CERTIFICATE.SUCC\",\"National assessment for learning outcomes in Niger, end of 1st degree certificate, success rate (%)\",\"Success rate in the end of 1st degree certificate, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.26_GHA.NUMERACY.P5.ZERO\",\"Making the Grade Scores in Ghana, P5, Numeracy, Zero score \",\"Zero score in results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_ALB.PISA.910.READ\",\"PISA in Albania, grade 9 and 10, Reading (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_BFA.PASEC.CP2.MAT\",\"PASEC in Burkina Faso, CP2, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_CIV.LEAR.TEST.PRIM.ALL.MIN.COMP\",\"National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), minimal competency (%)\",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_ETH.LEAR.TEST.10.BIO.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, Biology, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_GEO.TIMSS.4.SCI.MEAN\",\"TIMSS in Georgia, grade 4, Science (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_GHA.LEAR.TEST.P3.MAT.ABOV.MEAN\",\"National assessment for learning outcomes in Ghana, P3, Mathematics, students above mean (%)\",\"Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_GIN.PASEC.CP2.FR.MAT.MEAN\",\"PASEC in Guinea, CP2, French and Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_KGZ.PISA.89.READ3\",\"PISA in Kyrgyzstan, grades 8-9, Reading - integrate and interpret (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_KHM.LEAR.TEST.6.LANG.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 6, Language (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_LAO.LEAR.TEST.5.LANG.PROF\",\"National assessment for learning outcomes in Laos, grade 5, Language (proficiency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_MDA.LEAR.TEST.4.MIN\",\"National assessment for learning outcomes in Moldova, grade 4, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_NER.LEAR.TEST.CM2.FR.MEAN\",\"National assessment for learning outcomes in Niger, CM2, French (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_SEN.LEAR.TEST.CE2.MATH.OPT\",\"National assessment for learning outcomes (SNERS) in Senegal, CE2, Mathematics, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_VNM.LEAR.TEST.5.MAT3\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Identifies place value; determines the value of a simple number sentence; understands equivalent fractions; adds and subtracts simple fractions; carries out multiple operations in correct order; converts and estimates common and familiar measurement units in solving problems.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_VNM.LEAR.TEST.5.READ3\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 3, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads and understands longer passages. Can search backwards or forwards through text for information. Understands paraphrasing. Expanding vocabulary enables understanding of sentences with some complex structure.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.3_ZMB.SACMEQ.TEST.5.READ\",\"SACMEQ in Zambia, grade 5, Reading (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_ALB.PISA.910.MAT\",\"PISA in Albania, grade 9 and 10, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_BFA.PASEC.CM1.MAT\",\"PASEC in Burkina Faso, CM1, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_CIV.LEAR.TEST.SEC.ALL.MIN.COMP\",\"National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), minimal competency (%)\",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Subjects include: French, Mathematics, Physics, English, SVT, L2, H-G and ECM.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_ETH.LEAR.TEST.10.CHE.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, Chemistry, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_GEO.TIMSS.8.MAT.MEAN\",\"TIMSS in Georgia, grade 8, Mathematics (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_GHA.LEAR.TEST.P6.MAT.ABOV.MEAN\",\"National assessment for learning outcomes in Ghana, P6, Mathematics, students above mean (%)\",\"Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_GIN.PASEC.CM1.FR.MEAN\",\"PASEC in Guinea, CM1, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_KGZ.PISA.89.READ4\",\"PISA in Kyrgyzstan, grades 8-9, Reading - reflect and evaluate (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_KHM.LEAR.TEST.6.MAT.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 6, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_LAO.LEAR.TEST.5.MAT.MEAN\",\"National assessment for learning outcomes in Laos, grade 5, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_MDA.LEAR.TEST.9.MIN\",\"National assessment for learning outcomes in Moldova, grade 9, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_NER.LEAR.TEST.CP.FR.OPTIM\",\"National assessment for learning outcomes in Niger, CP, French, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_SEN.LEAR.TEST.CE2.FR.OPT\",\"National assessment for learning outcomes (SNERS) in Senegal, CE2, French, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_VNM.LEAR.TEST.5.MAT4\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Reads, writes and compares larger numbers; solves problems involving calendars and currency, area and volume; uses charts and tables for estimation; solves inequalities; transformations with 3D figures; knowledge of angles in regular figures; understands simple transformations with 2D and 3D shapes.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_VNM.LEAR.TEST.5.READ4\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 4, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links information from different parts of the text. Selects and connects text to derive and infer different possible meanings.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.4_ZMB.SACMEQ.TEST.5.MAT\",\"SACMEQ in Zambia, grade 5, Mathematics (mean score)\",\"Mean score calculated for the results of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. SACMEQ has completed two major education policy research projects (SACMEQ I and SACMEQ II) between 1995 and 2005. The third project (SACMEQ III) commenced in 2007 and was completed in 2011. For further details please refer to the following web site: www.sacmeq.org. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_ALB.PISA.910.SCIENCE\",\"PISA in Albania, grade 9 and 10, Science (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_CIV.LEAR.TEST.PRIM.ALL.OPT.COMP\",\"National assessment for learning outcomes in Côte d'Ivoire, primary (CEPE), optimal competency (%)\",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Sciences and H-G, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_ETH.LEAR.TEST.10.PHY.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, Physics, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_GEO.TIMSS.8.SCI.MEAN\",\"TIMSS in Georgia, grade 8, Science (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_GHA.LEAR.TEST.P3.ENG.ABOV.MIN\",\"National assessment for learning outcomes in Ghana, P3, English, students above minimal competency (%)\",\"Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_GIN.PASEC.CM1.MAT.MEAN\",\"PASEC in Guinea, CM1, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_KGZ.PISA.89.READ5\",\"PISA in Kyrgyzstan, grades 8-9, Reading - continuous texts (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_KHM.LEAR.TEST.9.LANG.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 9, Language (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_LAO.LEAR.TEST.5.MAT.MIN\",\"National assessment for learning outcomes in Laos, grade 5, Mathematics (minimal competency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_MDA.LEAR.TEST.4.PROF\",\"National assessment for learning outcomes in Moldova, grade 4, proficient competency (%)\",\"Students with proficient competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_NER.LEAR.TEST.CE2.FR.OPTIM\",\"National assessment for learning outcomes in Niger, CE2, French, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_SEN.PASEC.CM1.MATH.MEAN\",\"PASEC in Senegal, CM1, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_VNM.LEAR.TEST.5.MAT5\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Calculates with multiple and varied operations; recognizes rules and patterns in number sequences; calculates the perimeter and area of irregular shapes; measurement of irregular objects; recognized transformed figures after reflection; solves problems with multiple operations involving measurement units, percentage and averages.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.5_VNM.LEAR.TEST.5.READ5\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 5, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Links inferences and identifies an author's intention from information stated in different ways, in different text types and in documents where the message is not explicit.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_CIV.LEAR.TEST.SEC.ALL.OPT.COMP\",\"National assessment for learning outcomes in Côte d'Ivoire, lower secondary (BEPC), optimal competency (%)\",\"Mean score calculated for the results of the national assessment carried out in the specific education level for French, Mathematics, Physics, English, SVT, L2, H-G and ECM, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_ETH.LEAR.TEST.10.AVR.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 10, average of all subjects, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_GEO.PISA.9.READ.MEAN\",\"PISA in Georgia, grade 9, Reading (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_GHA.LEAR.TEST.P6.ENG.ABOV.MIN\",\"National assessment for learning outcomes in Ghana, P6, English, students above minimum competency (%)\",\"Students with results above the mean competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_GIN.PASEC.CM1.FR.MAT.MEAN\",\"PASEC in Guinea, CM1, French and Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_KGZ.PISA.89.READ6\",\"PISA in Kyrgyzstan, grades 8-9, Reading - non-continuous texts (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_KHM.LEAR.TEST.9.MAT.MEAN\",\"National assessment for learning outcomes in Cambodia, grade 9, Mathematics (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_LAO.LEAR.TEST.5.MAT.PROF\",\"National assessment for learning outcomes in Laos, grade 5, Mathematics (proficiency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_MDA.LEAR.TEST.9.PROF\",\"National assessment for learning outcomes in Moldova, grade 9, proficient competency (%)\",\"Students with proficient competency in the results of the national assessment carried out in the specific grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_NER.LEAR.TEST.CM2.FR.OPTIM\",\"National assessment for learning outcomes in Niger, CM2, French, optimal competency (%)\",\"Students with optimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_SEN.PASEC.CM1.FR.MEAN\",\"PASEC in Senegal, CM1, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_VNM.LEAR.TEST.5.MAT6\",\"National assessment for learning outcomes in Vietnam, grade 5, Mathematics - Level 1, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Problem solving with periods of time, length, area and volume; embedded and dependent number patterns; develops formulas; recognizes 3D figures after rotation and reflection and embedded figures and right angles in irregular shapes; use data from graphs.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.6_VNM.LEAR.TEST.5.READ6\",\"National assessment for learning outcomes in Vietnam, grade 5, Reading - Level 6, scores in indicated level (%)\",\"Students in respective level in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Relative level means that student: Combines text with outside knowledge to infer various meanings, including hidden meanings. Identifies an author's purposes, attitudes, values, beliefs, motives, unstated assumptions and arguments.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_CIV.PASEC.PRI.FRE.MAT\",\"PASEC in Côte d'Ivoire, CP2 and CM1, French and Mathematics (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_ETH.LEAR.TEST.12.ENG.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, English, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_GEO.PISA.9.MAT.MEAN\",\"PISA in Georgia, grade 9, Mathematics (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_GHA.LEAR.TEST.P3.MAT.ABOV.MIN\",\"National assessment for learning outcomes in Ghana, P3, Mathematics, students above minimal competency (%)\",\"Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_GIN.PASEC.CP2.FR.MATH.MEAN.END\",\"PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)\",\"Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_KGZ.PISA.89.READ7\",\"PISA in Kyrgyzstan, grades 8-9, Reading - mathematics (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_LAO.LEAR.TEST.5.WORLD.MEAN\",\"National assessment for learning outcomes in Laos, grade 5, world around us (mean score)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_MDA.PIRLS.READ.4.MEAN\",\"PIRLS in Moldova, grade 4, Reading (mean score)\",\"Mean score calculated for the results of the Progress in International Reading Literacy Study (PIRLS) on the reading achievement of fourth grade students, as reported by the Local Education Group (LEG). It was first conduced in 2001 and then every five years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: pirls.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_NER.LEAR.TEST.CP.FR.MIN\",\"National assessment for learning outcomes in Niger, CP, French, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.7_SEN.PASEC.MATH.MEAN\",\"PASEC in Senegal, Mathematics, (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_ETH.LEAR.TEST.12.MAT.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, Mathematics, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_GEO.PISA.9.SCI.MEAN\",\"PISA in Georgia, grade 9, Science (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_GHA.LEAR.TEST.P6.MAT.ABOV.MIN\",\"National assessment for learning outcomes in Ghana, P6, Mathematics, students above minimal competency (%)\",\"Students with results above the minimal competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 35% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_GIN.PASEC.CM1.FR.MATH.MEAN.END\",\"PASEC in Guinea, CM1, French and Mathematics, mean score at the end of year (%)\",\"Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_KGZ.PISA.89.READ8\",\"PISA in Kyrgyzstan, grades 8-9, Reading - science (mean score)\",\"Mean score calculated for the results of the Programme for International Student Assessment (PISA) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. For further details please refer to this web site: http://www.oecd.org/pisa/. Pupils who were 15 year old participated in this test, some of them were at grade 8 and some at grade 10.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_LAO.LEAR.TEST.5.WORLD.MIN\",\"National assessment for learning outcomes in Laos, grade 5, world around us (minimal competency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_MDA.TIMSS.MAT.MEAN\",\"TIMSS in Moldova, Mathematics (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_NER.LEAR.TEST.CE2.FR.MIN\",\"National assessment for learning outcomes in Niger, CE2, French, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.8_SEN.PASEC.FR.MEAN\",\"PASEC in Senegal, French (mean score)\",\"Mean score calculated for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_ETH.LEAR.TEST.12.BIO.OPT\",\"National assessment for learning outcomes in Ethiopia, grade 12, Biology, optimal competency (%)\",\"Optimal competency calculated for the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. Optimal competency are scores above 50%.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_GEO.LEAR.TEST.1.ENG.LOWEST\",\"National assessment for learning outcomes in Georgia, grade 1, English, students in lowest level (%)\",\"Students with lowest competency in the results of the national assessment carried out in the specific subject and grade, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_GHA.LEAR.TEST.P3.ENG.ABOV.PROF\",\"National assessment for learning outcomes in Ghana, P3, English, students above proficient levels (%)\",\"Students with results above the proficient competency in the National Education Assessment (NEA) carried out in the specific subject and grade, using multiple choice items with 4 options, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. % of pupils achieving 55% of results or more in the test.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_GIN.PASEC.CP2.FR.MATH.MEAN.BEG\",\"PASEC in Guinea, CP2, French and Mathematics, mean score at the end of year (%)\",\"Mean score calculated at the end of the year for the results of the Programme on the Analysis of Education Systems (PASEC) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. PASEC is an international study created in 1991 by the Conference of Ministers of Education of Francophone countries (CONFEMEN) to assess educational attainments in primary school. For further information please refer to this web site: www.confemen.org.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_LAO.LEAR.TEST.5.WORLD.PROF\",\"National assessment for learning outcomes in Laos, grade 5, world around us (proficiency)\",\"Mean score calculated for the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country. \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_MDA.TIMSS.SCIEN.MEAN\",\"TIMSS in Moldova, Science (mean score)\",\"Mean score calculated for the results of the Trends in International Mathematics and Science Study (TIMSS) in the specific subject and grade, as reported by the Local Education Group (LEG) of the evaluated country. It was first conduced in 1995 and then every four years by the TIMS & PIRLS International Study Center of Boston College's Lynch School of Education. For further details please refer to this web site: timss.bc.edu.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3.9_NER.LEAR.TEST.CM2.FR.MIN\",\"National assessment for learning outcomes in Niger, CM2, French, minimal competency (%)\",\"Students with minimal competency in the results of the national assessment carried out in the specific grade and subject, as reported by the Local Education Group (LEG). Country-specific definition and method are determined by the country.\",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. LEGs are typically led by the Ministry of Education and include development partners and other education stakeholders. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG.\"\n\"8.3_NATIONAL.ASSESSMENTS\",\"Realization of national assessments (yes=1, no=0, see notes if available)\",\"It indicates if national assessments for learning outcomes are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. \"\n\"8.4_ORAL.READING.TEST\",\"Administration of oral reading fluency tests (yes=1, no=0, see notes if available)\",\"It indicates if oral reading fluency tests are administered for primary and lower secondary level and in which grade. Please refer to the subtopic Learning Outcomes and the specific country for details on the scores obtained in these assessments, as reported by the Local Education Group (LEG). \",\"Global Partnership for Education\",\"Data were collected from national and other publicly available sources, and validated by the Local Education Group (LEG) in each country. Data were not processed or analyzed by the Global Partnership for Education. It is reported as it was presented in the original sources, or as it was communicated to us through the Coordinating Agency or Lead Donor of the LEG. \"\n\"9.0.Employee.All\",\"Employees (%)\",\"Share of the labor force (ages 18-65) that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Employee.B40\",\"Employees-Bottom 40 Percent (%)\",\"Share of the labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Employee.T60\",\"Employees-Top 60 Percent (%)\",\"Share of the labor force (ages 18-65) in the top 60 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Employer.All\",\"Employers (%)\",\"Share of the labor force (ages 18-65) that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Employer.B40\",\"Employers-Bottom 40 Percent (%)\",\"Share of the labor force (ages 18-65) in the bottom 40 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Employer.T60\",\"Employers-Top 60 Percent (%)\",\"Share of the labor force (ages 18-65) in the top 60 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Labor.All\",\"Labor Force Participation Rate (%)\",\"Share of the population (ages 18-65) that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Labor.B40\",\"Labor Force Participation Rate (%)-Bottom 40 Percent\",\"Share of the population (ages 18-65) in the Bottom 40 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Labor.T60\",\"Labor Force Participation Rate (%)-Top 60 Percent\",\"Share of the population (ages 18-65) in the Top 60 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.SelfEmp.All\",\"Self-Employed (%)\",\"Share of the labor force (ages 18-65) that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.SelfEmp.B40\",\"Self-Employed-Bottom 40 Percent (%)\",\"Share of the labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.SelfEmp.T60\",\"Self-Employed-Top 60 Percent (%)\",\"Share of the labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unemp.All\",\"Unemployed (%)\",\"Share of the labor force (ages 18-65) that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unemp.B40\",\"Unemployed-Bottom 40 Percent (%)\",\"Share of the labor force (ages 18-65) in the bottom 40 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unemp.T60\",\"Unemployed-Top 60 Percent (%)\",\"Share of the labor force (ages 18-65) in the top 60 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unpaid.All\",\"Unpaid Workers (%)\",\"Share of the labor force (ages 18-65) that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unpaid.B40\",\"Unpaid Workers-Bottom 40 Percent (%)\",\"Share of the labor force (ages 18-65) in the bottom 40 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.0.Unpaid.T60\",\"Unpaid Workers-Top 60 Percent (%)\",\"Share of the labor force (ages 18-65) in the top 60 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employee.All\",\"Employees (%), Male\",\"Share of the male labor force (ages 18-65) that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employee.B40\",\"Employees-Bottom 40 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employee.T60\",\"Employees-Top 60 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the top 60 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employer.All\",\"Employers (%), Male\",\"Share of the male labor force (ages 18-65) that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employer.B40\",\"Employers-Bottom 40 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the bottom 40 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Employer.T60\",\"Employers-Top 60 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the top 60 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Labor.All\",\"Labor Force Participation Rate (%), Male\",\"Share of the male population (ages 18-65) that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Labor.B40\",\"Labor Force Participation Rate (%)-Bottom 40 Percent, Male\",\"Share of the male population (ages 18-65) in the Bottom 40 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Labor.T60\",\"Labor Force Participation Rate (%)-Top 60 Percent, Male\",\"Share of the male population (ages 18-65) in the Top 60 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.SelfEmp.All\",\"Self-Employed (%), Male\",\"Share of the male labor force (ages 18-65) that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.SelfEmp.B40\",\"Self-Employed-Bottom 40 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.SelfEmp.T60\",\"Self-Employed-Top 60 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unemp.All\",\"Unemployed (%), Male\",\"Share of the male labor force (ages 18-65) that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unemp.B40\",\"Unemployed-Bottom 40 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the bottom 40 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unemp.T60\",\"Unemployed-Top 60 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the top 60 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unpaid.All\",\"Unpaid Workers (%), Male\",\"Share of the male labor force (ages 18-65) that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unpaid.B40\",\"Unpaid Workers-Bottom 40 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the bottom 40 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1.Unpaid.T60\",\"Unpaid Workers-Top 60 Percent (%), Male\",\"Share of the male labor force (ages 18-65) in the top 60 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.1_AID.ALIGNMENT\",\"Alignment of aid to education (% of total international aid to education)\",\"Estimated international education aid reported on the government’s budget and expressed as a percentage of the disbursed education aid for the government sector. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"9.1_FINAL.PRIMARY.RATIO\",\"Final to primary energy ratio (%)\",\"Final to primary energy ratio (%): A high-level indicator that captures the overall energy efficiency in the supply sector obtained by dividing end-use final energy over primary energy. High ratio indicates better supply sector efficiency. \",\"Sustainable Energy for All\",\"World Bank and International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp). \"\n\"9.2.Employee.All\",\"Employees (%), Female\",\"Share of the female labor force (ages 18-65) that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Employee.B40\",\"Employees-Bottom 40 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the bottom 40 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Employee.T60\",\"Employees-Top 60 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the top 60 percent that is a wage or salary worker\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Employer.All\",\"Employers (%), Female\",\"Share of the female labor force (ages 18-65) that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Employer.B40\",\"Employers-Bottom 40 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the bottom 40 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Employer.T60\",\"Employers-Top 60 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the top 60 percent that is an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Labor.All\",\"Labor Force Participation Rate (%), Female\",\"Share of the female population (ages 18-65) that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Labor.B40\",\"Labor Force Participation Rate (%)-Bottom 40 Percent, Female\",\"Share of the female population (ages 18-65) in the Bottom 40 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Labor.T60\",\"Labor Force Participation Rate (%)-Top 60 Percent, Female\",\"Share of the female population (ages 18-65) in the Top 60 percent that is in the labor force\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.SelfEmp.All\",\"Self-Employed (%), Female\",\"Share of the female labor force (ages 18-65) that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.SelfEmp.B40\",\"Self-Employed-Bottom 40 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the bottom 40 percent that is self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.SelfEmp.T60\",\"Self-Employed-Top 60 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the top 60 percent that is a self-employed and not an employer\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unemp.All\",\"Unemployed (%), Female\",\"Share of the female labor force (ages 18-65) that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unemp.B40\",\"Unemployed-Bottom 40 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the bottom 40 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unemp.T60\",\"Unemployed-Top 60 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the top 60 percent that is unemployed\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unpaid.All\",\"Unpaid Workers (%), Female\",\"Share of the female labor force (ages 18-65) that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unpaid.B40\",\"Unpaid Workers-Bottom 40 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the bottom 40 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2.Unpaid.T60\",\"Unpaid Workers-Top 60 Percent (%), Female\",\"Share of the female labor force (ages 18-65) in the top 60 percent that works without pay\",\"LAC Equity Lab\",\"LAC Equity Lab tabulations of SEDLAC (CEDLAS and the World Bank).\"\n\"9.2_COORDINATED.TECH.COOP\",\"Coordinated technical cooperation (% of total cooperation to education)\",\"Technical cooperation from development partners provided through coordinated programs and expressed as a percentage of the total disbursed technical cooperation. Coordinated technical cooperation is consistent with the capacity development priorities of the developing recipient government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"9.3_PFM.COUNTRY.SYSTEMS\",\"Use of public financial management country systems (% of total international aid to education)\",\"International education aid using national public financial management (PFM) systems and expressed as a percentage of the disbursed education aid for the government sector. PFM systems include budge execution procedures, financial reporting procedures and auditing procedures. Donors use national budget execution procedures when the funds they provide are managed according to the national budgeting procedures established in the general legislation and implemented by government. The use of national financial reporting means that donors do not impose additional requirements on governments for financial reporting. The use of national auditing procedures means that donors rely on the audit opinions issued by the country's supreme audit institution and on the government's normal financial reports/statements. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"9.4_PROCUREMENT.COUNTRY.SYSTEMS\",\"Use of procurement country systems (% of total international aid to education)\",\"International education aid using national procurement systems and procedures expressed as a percentage of the disbursed education aid for the government sector. Donors use national procurement systems when the funds they provide for the implementation of projects and programs are managed according to the national procurement procedures as they were established in the general legislation and implemented by government. Government sector aid includes aid disbursed in the context of an agreement with administrations (ministries, departments, agencies or municipalities) authorized to receive revenue or undertake expenditures on behalf of central government. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"9.5_PIU\",\"Number of parallel implementation units, education sector\",\"Number of parallel implementation units (PIUs) in the education sector, as reported by the development donors. A project implementation unit (PIU) is parallel when it is created and operates outside existing country institutional and administrative structures at the behest of a donor. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"9.6_PBA\",\"Aid provided through program based approaches (% of international aid to education)\",\"International education aid provided in the context of programme-based approaches (PBAs) and expressed as a percentage of the total disbursed education aid. This indicator is measured by the donors’ use of (general or sector) budget support and/or joint financing mechanisms such as pool funding mechanisms. PBA is a way of engaging in development co-operation based on the principles of coordinated support for a locally owned programme of development, such as a national education plan. Programme-based approaches share the following features: Leadership by the host country; a single comprehensive programme and budget framework; a formalized process for donor coordination and harmonization of donor procedures; efforts to increase the use of country systems. This is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector, an unprecedented picture of aid effectiveness in the education sector that can be used as the basis for in-country dialogue and debate going forward. This information looks at how education aid is delivered and managed by development partners and governments. \",\"Global Partnership for Education\",\"This indicator is part of the 2011 Monitoring Exercise on Development Effectiveness in the Education Sector. Data was collected in 2011 by the Global Partnership for Education (GPE) from Ministries of Education and development partners on selected Paris Declaration indicators, which were adapted for the education sector, and on other additional information. Three tools were used to collect this data: the Ministry of Education Questionnaire and the Donor questionnaire for quantitative data, and an Explanatory Note for qualitative data. The GPE Secretariat worked closely with Local Education Groups (LEGs ) to collect, process, produce, review and validate this information; and the Coordinating Agency or lead donor was tasked to coordinate the exercise with the LEG and to work with the Ministry of Education. Information refers to data from 2010. For further details in this exercise please refer to the following web site: http://www.globalpartnership.org/our-work/areas-of-focus/aid-effectiveness/2011-monitoring-exercise-on-aid-effectiveness-2.\"\n\"A1\",\"01.Number of Exporters\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A10i\",\"26.Export Value per Incumbent: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A10ii\",\"27.Export Value per Incumbent: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A10iii\",\"28.Export Value per Incumbent: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A10iv\",\"29.Export Value per Incumbent: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A10v\",\"30.Export Value per Incumbent: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A11i\",\"31.Growth of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A11ii\",\"32.Growth of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A11iii\",\"33.Growth of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A11iv\",\"34.Growth of Incumbents: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A11v\",\"35.Growth of Incumbents: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A12i\",\"36.Growth of Survivors: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A12ii\",\"37.Growth of Survivors: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A12iii\",\"38.Growth of Survivors: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A12iv\",\"39.Growth of Survivors: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A12v\",\"40.Growth of Survivors: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A2\",\"02.Number of Entrants\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A3\",\"03.Number of Exiters\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A4\",\"04.Number of Survivors\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A5\",\"05.Number of Incumbents\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A6i\",\"06.Export Value per Exporter: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A6ii\",\"07.Export Value per Exporter: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A6iii\",\"08.Export Value per Exporter: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A6iv\",\"09.Export Value per Exporter: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A6v\",\"10.Export Value per Exporter: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A7i\",\"11.Export Value per Entrant: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A7ii\",\"12.Export Value per Entrant: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A7iii\",\"13.Export Value per Entrant: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A7iv\",\"14.Export Value per Entrant: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A7v\",\"15.Export Value per Entrant: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A8i\",\"16.Export Value per Exiter: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A8ii\",\"17.Export Value per Exiter: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A8iii\",\"18.Export Value per Exiter: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A8iv\",\"19.Export Value per Exiter: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A8v\",\"20.Export Value per Exiter: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A9i\",\"21.Export Value per Survivor: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A9ii\",\"22.Export Value per Survivor: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A9iii\",\"23.Export Value per Survivor: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A9iv\",\"24.Export Value per Survivor: First Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"A9v\",\"25.Export Value per Survivor: Third Quartile\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"AED.PRIM.MATH\",\"Adjusted Primary Math Score\",\"A test score that has been standardized over time and across various international and regional mathematics assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary math scores on international tests (such as PISA and TIMSS) to primary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary math scores in a given regional test and primary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary math test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.PRIM.MEAN\",\"Average Adjusted Primary Test Score.\",\"A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average primary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average primary scores across subjects in a given regional test and average primary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary test scores comparable over across time, across subjects, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.PRIM.READ\",\"Adjusted Primary Reading Score\",\"A test score that has been standardized over time and across various international and regional reading assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary reading scores on international tests (such as PISA and TIMSS) to primary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international primary reading scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary reading scores in a given regional test and primary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary reading test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.PRIM.SCNC\",\"Adjusted Primary Science Score\",\"A test score that has been standardized over time and across various international and regional science assessments taken at the primary school level. It is calculated by creating a ratio between U.S. primary science scores on international tests (such as PISA and TIMSS) to primary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw primary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Primary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average primary science scores in a given regional test and primary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted primary science test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.PRSC.MEAN\",\"Average Adjusted Test Score\",\"A test score that has been standardized over time, across subjects, across schooling levels, and across various international and regional assessments. It is calculated by creating a ratio between U.S. scores averaged across subjects and over schooling level on all international tests (such as PISA and TIMSS) to average scores averaged across subjects and over schooling levels on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international scores are averaged across subjects and over school levels and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and over schooling levels and then multiplied by a ratio comparing average scores across subjects and schooling levels in a given regional test and average scores across subjects and schooling levels on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted test scores comparable over time, across subjects, across schooling levels, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.SECO.MATH\",\"Adjusted Secondary Math Score\",\"A test score that has been standardized over time and across various international and regional mathematics assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary math scores on international tests (such as PISA and TIMSS) to secondary math scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary math international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary math test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary math scores in a given regional test and secondary math scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary math test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.SECO.MEAN\",\"Average Adjusted Secondary Test Score\",\"A test score that has been standardized over time, across subjects, and across various international and regional assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary scores averaged across subjects on all international tests (such as PISA and TIMSS) to average secondary scores averaged across subjects on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw international secondary scores are averaged across subjects and approximated to the nearest 5-year interval, averaged across tests, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary test scores from countries which only participate in regional assessments are included in the above transformation after being averaged across subjects and then multiplied by a ratio comparing average secondary scores across subjects in a given regional test and average secondary scores across subjects on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary test scores comparable over time, across subjects, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.SECO.READ\",\"Adjusted Secondary Reading Score\",\"A test score that has been standardized over time and across various international and regional reading assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary reading scores on international tests (such as PISA and TIMSS) to secondary reading scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary reading international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary reading test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary readings scores in a given regional test and secondary reading scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary reading test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AED.SECO.SCNC\",\"Adjusted Secondary Science Score\",\"A test score that has been standardized over time and across various international and regional science assessments taken at the secondary school level. It is calculated by creating a ratio between U.S. secondary science scores on international tests (such as PISA and TIMSS) to secondary science scores on the U.S. National Assessment of Educational Progress (NAEP) approximated to the nearest 5-year time step from 1965-2010. All raw secondary science international scores are approximated to the nearest 5-year interval, averaged, and then multiplied by this ratio. This makes these adjusted scores comparable over time, across countries and across international tests. Secondary science test scores from countries which only participate in regional assessments are included in the above transformation after being multiplied by a ratio comparing average secondary science scores in a given regional test and secondary science scores on an international assessment for all doubloon countries - countries which participate in the same regional assessment and an international test. This makes adjusted secondary science test scores comparable over across time, over countries and over all assessments.\",\"Education Statistics\",\"Angrist, N., Patrinos, H. and Schlotter, M.. The World Bank (2013)\"\n\"AG.AGR.TRAC.NO\",\"Agricultural machinery, tractors\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.AID.CREL.MT\",\"Cereal food aid deliveries (FAO, tonnes)\",\"Food aid shipments represent a transfer of food commodities from donor to recipient countries on a total-grant basis. Processed and blended cereals are converted into their grain equivalent by applying the conversion factors included in the Rule of Procedures under the 1999 Food Aid Convention to facilitate comparisons between deliveries of different commodities. For cereals, the period refers to July/June, beginning in the year shown. \",\"Africa Development Indicators\",\"World Food Programme, electronic files and web site (http://www.wfp.org/fais/)\"\n\"AG.AID.FOOD.MT\",\"Total food (cereals and non-cereal) food aid deliveries (FAO, tonnes)\",\"Food aid represent a transfer of food commodities from donor to recipient countries on a total-grant basis or on highly concessional terms. \",\"Africa Development Indicators\",\"World Food Programme, electronic files and web site (http://www.wfp.org/fais/)\"\n\"AG.AID.NCREL.MT\",\"Non-cereal food aid deliveries (FAO, tonnes)\",\"Non-cereal commodities or commodity groups include skimmed milk powder, vegetable oil, butter oil, other dairy products, meat, fish, pulses, sugar, dried fruit and other foodstuffs. From 1977 to 1986, because of the non-availability of data, non-cereal food aid is composed of four commodities only: skimmed milk powder, vegetable oil, butter oil and other dairy products.\",\"Africa Development Indicators\",\"World Food Programme, electronic files and web site (http://www.wfp.org/fais/)\"\n\"AG.CON.FERT.PT.ZS\",\"Fertilizer consumption (% of fertilizer production)\",\"Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CON.FERT.ZS\",\"Fertilizer consumption (kilograms per hectare of arable land)\",\"Fertilizer consumption measures the quantity of plant nutrients used per unit of arable land. Fertilizer products cover nitrogenous, potash, and phosphate fertilizers (including ground rock phosphate). Traditional nutrients--animal and plant manures--are not included. For the purpose of data dissemination, FAO has adopted the concept of a calendar year (January to December). Some countries compile fertilizer data on a calendar year basis, while others are on a split-year basis. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.BLY.CD\",\"Producer Price for Barley (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.BLY.CN\",\"Producer Price for Barley (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.FNO.CD\",\"Producer Price for Fonio (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.FNO.CN\",\"Producer Price for Fonio (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.MLT.CD\",\"Producer Price for Millet (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.MLT.CN\",\"Producer Price for Millet (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.MZE.CD\",\"Producer Price for Maize (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.MZE.CN\",\"Producer Price for Maize (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.RICE.CD\",\"Producer Price for Rice, paddy (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.RICE.CN\",\"Producer Price for Rice, paddy (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.SGM.CD\",\"Producer Price for Sorghum (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.SGM.CN\",\"Producer Price for Sorghum (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.WHT.CD\",\"Producer Price for Wheat (per tonne, current US$)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.CRP.WHT.CN\",\"Producer Price for Wheat (per tonne, current LCU)\",\"Producer prices are prices received by farmers for primary agricultural products as defined in the SNA 93. The producer's price is the amount receivable by the producer from the purchaser for a unit of a good or service produced as output minus any VAT, or similar deductible tax, invoiced to the purchaser. It excludes any transport charges invoiced separately by the producer.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.FRST.PROD.CHAR\",\"Wood charcoal production quantity (tonnes)\",\"Wood carbonized by partial combustion or application of heat from an external source. It is used as a fuel or for other uses. Figures are given in weight (MT). \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.FRST.PROD.WOOD\",\"Wood fuel production quantity (CUM, solid volume units)\",\"Wood fuel refers to all roundwood used as fuel for purposes such as cooking, heating, or power production. It includes wood harvested from main stems, branches and other parts of trees. It also includes wood intended for charcoal production.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.AGRI.HA\",\"Agricultural land (hectares)\",\"Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.AGRI.K2\",\"Agricultural land (sq. km)\",\"Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.AGRI.ZS\",\"Agricultural land (% of land area)\",\"Agricultural land refers to the share of land area that is arable, under permanent crops, and under permanent pastures. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded. Land under permanent crops is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber. Permanent pasture is land used for five or more years for forage, including natural and cultivated crops.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.ARBL.HA\",\"Arable land (hectares)\",\"Arable land (in hectares) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.ARBL.HA.PC\",\"Arable land (hectares per person)\",\"Arable land (hectares per person) includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.ARBL.ZS\",\"Arable land (% of land area)\",\"Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.BLY.HA\",\"Land under barley production (hectares)\",\"Land under barley production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.CERE.ZS\",\"Cereal cropland (% of land area)\",\"Land under cereal production refers to harvested area, although some countries report only sown or cultivated area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, Production Yearbook and data files. \"\n\"AG.LND.CREL.HA\",\"Land under cereal production (hectares)\",\"Land under cereal production refers to harvested area, although some countries report only sown or cultivated area. Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.CROP.HA\",\"Permanent cropland (hectares)\",\"Permanent cropland is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.CROP.ZS\",\"Permanent cropland (% of land area)\",\"Permanent cropland is land cultivated with crops that occupy the land for long periods and need not be replanted after each harvest, such as cocoa, coffee, and rubber. This category includes land under flowering shrubs, fruit trees, nut trees, and vines, but excludes land under trees grown for wood or timber.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.CRPA.HA\",\"Arable and permanent cropland (hectares)\",\"This land category is the sum of areas under “Arable land” and \\\"Permanent crops”. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.EL5M.RU.K2\",\"Rural land area where elevation is below 5 meters (sq. km)\",\"Rural land area below 5m is the total rural land area in square kilometers where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.EL5M.RU.ZS\",\"Rural land area where elevation is below 5 meters (% of total land area)\",\"Rural land area below 5m is the percentage of total land where the rural land elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.EL5M.UR.K2\",\"Urban land area where elevation is below 5 meters (sq. km)\",\"Urban land area below 5m is the total urban land area in square kilometers where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.EL5M.UR.ZS\",\"Urban land area where elevation is below 5 meters (% of total land area)\",\"Urban land area below 5m is the percentage of total land where the urban land elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.EL5M.ZS\",\"Land area where elevation is below 5 meters (% of total land area)\",\"Land area below 5m is the percentage of total land where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.FNO.HA\",\"Land under fonio production (hectares)\",\"Land under fonio production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.FRST.HA\",\"Forest area (hectares)\",\"Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.FRST.K2\",\"Forest area (sq. km)\",\"Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.FRST.ZS\",\"Forest area (% of land area)\",\"Forest area is land under natural or planted stands of trees of at least 5 meters in situ, whether productive or not, and excludes tree stands in agricultural production systems (for example, in fruit plantations and agroforestry systems) and trees in urban parks and gardens.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.IRIG.AG.ZS\",\"Agricultural irrigated land (% of total agricultural land)\",\"Agricultural irrigated land refers to agricultural areas purposely provided with water, including land irrigated by controlled flooding.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.IRIG.HA.AG\",\"Agricultural area irrigated (ha)\",\"Agricultural area irrigated, part of the full or partial control irrigated agricultural land which is actually irrigated in a given year. Often, part of the equipped area is not irrigated for various reasons, such as lack of water, absence of farmers, land degradation, damage, organisational problems etc. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.IRIG.PO.HA\",\"Land area equipped for irrigation (hectares)\",\"Area equipped to provide water (via irrigation) to the crops. It includes areas equipped for full and partial control irrigation, equipped lowland areas, pastures, and areas equipped for spate irrigation. Data are expressed in 1000 hectares. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.MLT.HA\",\"Land under millet production (hectares)\",\"Land under millet production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.MZE.HA\",\"Land under maize production (hectares)\",\"Land under maize production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.PRCP.MM\",\"Average precipitation in depth (mm per year)\",\"Average precipitation is the long-term average in depth (over space and time) of annual precipitation in the country. Precipitation is defined as any kind of water that falls from clouds as a liquid or a solid.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.RICE.HA\",\"Land under rice production (hectares)\",\"Land under rice production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.SGM.HA\",\"Land under sorghum production (hectares)\",\"Land under sorghum production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.TOTL.HA\",\"Land area (hectares)\",\"Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.TOTL.K2\",\"Land area (sq. km)\",\"Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.TOTL.RU.K2\",\"Rural land area (sq. km)\",\"Rural land area in square kilometers, derived from urban extent grids which distinguish urban and rural areas based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.TOTL.UR.K2\",\"Urban land area (sq. km)\",\"Urban land area in square kilometers, based on a combination of population counts (persons), settlement points, and the presence of Nighttime Lights. Areas are defined as urban where contiguous lighted cells from the Nighttime Lights or approximated urban extents based on buffered settlement points for which the total population is greater than 5,000 persons.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"AG.LND.TRAC.ZS\",\"Agricultural machinery, tractors per 100 sq. km of arable land\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.LND.WHT.HA\",\"Land under wheat production (hectares)\",\"Land under wheat production refers to harvested area, although some countries report only sown or cultivated area. Production data on relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.AGRI.XD\",\"Agriculture production index (1999-2001 = 100)\",\"The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.BLY.MT\",\"Barley production (metric tons)\",\"Production data on barley relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.CREL.MT\",\"Cereal production (metric tons)\",\"Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.CREL.XD\",\"Cereal production index (1999-2001 = 100)\",\"Cereal production index covers cereals that are considered edible and that contain nutrients. The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.CROP.XD\",\"Crop production index (2004-2006 = 100)\",\"Crop production index shows agricultural production for each year relative to the base period 2004-2006. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2004-2006.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.FNO.MT\",\"Fonio production (metric tons)\",\"Production data on fonio relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.FOOD.XD\",\"Food production index (2004-2006 = 100)\",\"Food production index covers food crops that are considered edible and that contain nutrients. Coffee and tea are excluded because, although edible, they have no nutritive value.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GAGRI.XD\",\"Agriculture production index (gross, 1999-2001 = 100)\",\"The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed. All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year. To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006. Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them. Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities. They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages. should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group “crops” and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group “livestock products”. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed. The ”international commodity prices” are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These” international prices”, expressed in so-called \\\"\\\"international dollars”, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single “price” to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published. The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country. Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients. Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value. Aggregates are the sum of available data.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GCREL.XD\",\"Cereal production index (gross, 1999-2001 = 100)\",\"Cereal production index covers cereals that are considered edible and that contain nutrients. The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed. All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year. To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006. Since the FAO indices are based on the concept of agriculture as a single enterprise, amounts of seed and feed are subtracted from the production data to avoid double counting them, once in the production data and once with the crops or livestock produced from them. Deductions for seed (in the case of eggs, for hatching) and for livestock and poultry feed apply to both domestically produced and imported commodities. They cover only primary agricultural products destined to animal feed (e.g. maize, potatoes, milk, etc.). Processed and semi-processed feed items such as bran, oilcakes, meals and molasses have been completely excluded from the calculations at all stages. should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group “crops” and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group “livestock products”. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed. The ”international commodity prices” are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These” international prices”, expressed in so-called \\\"\\\"international dollars”, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single “price” to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published. The commodities covered in the computation of indices of agricultural production are all crops and livestock products originating in each country. Practically all products are covered, with the main exception of fodder crops. The category of food production includes commodities that are considered edible and that contain nutrients. Accordingly, coffee and tea are excluded along with inedible commodities because, although edible, they have practically no nutritive value. Aggregates are the sum of available data.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GCROP.XD\",\"Crop production index (gross, 1999-2001 = 100)\",\"Crop production index shows agricultural production for each year relative to the base period 2004-2006. It includes all crops except fodder crops. Regional and income group aggregates for the FAO's production indexes are calculated from the underlying values in international dollars, normalized to the base period 2004-2006.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GFOOD.XD\",\"Food production index (gross, 1999-2001 = 100)\",\"Food production index covers food crops that are considered edible and that contain nutrients. Coffee and tea are excluded because, although edible, they have no nutritive value.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GLVSK.XD\",\"Livestock production index (gross, 1999-2001 = 100)\",\"Livestock production index includes meat and milk from all sources, dairy products such as cheese, and eggs, honey, raw silk, wool, and hides and skins.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.GNFOOD.XD\",\"Non-food production index (gross, 1999-2001 = 100)\",\"Non-food production index covers non-food items. All the indices at the country, regional and world levels are calculated by the Laspeyres formula. Production quantities of each commodity are weighted by 2004-2006 average international commodity prices and summed for each year. To obtain the index, the aggregate for a given year is divided by the average aggregate for the base period 2004-2006. It should be noted that when calculating indices of agricultural, food and nonfood production, all intermediate primary inputs of agricultural origin are deducted. However, for indices of any other commodity group, only inputs originating from within the same group are deducted; thus, only seed is removed from the group “crops” and from all crop subgroups, such as cereals, oil crops, etc.; and both feed and seed originating from within the livestock sector (e.g. milk feed, hatching eggs) are removed from the group “livestock products”. For the main two livestock subgroups, namely, meat and milk, only feed originating from the respective subgroup is removed. The \\\"\\\"international commodity prices” are used in order to avoid the use of exchange rates for obtaining continental and world aggregates, and also to improve and facilitate international comparative analysis of productivity at the national level. These” international prices”, expressed in so-called \\\"\\\"international dollars”, are derived using a Geary-Khamis formula for the agricultural sector. This method assigns a single “price” to each commodity. For example, one metric ton of wheat has the same price regardless of the country where it was produced. The currency unit in which the prices are expressed has no influence on the indices published. The indices are calculated from production data presented on a calendar year basis. Aggregates are the sum of available data.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, Production Yearbook and data files.\"\n\"AG.PRD.LVSK.XD\",\"Livestock production index (2004-2006 = 100)\",\"Livestock production index includes meat and milk from all sources, dairy products such as cheese, and eggs, honey, raw silk, wool, and hides and skins.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.MLT.MT\",\"Millet production (metric tons)\",\"Production data on millet relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.MZE.MT\",\"Maize production (metric tons)\",\"Production data on maize relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.NFOOD.XD\",\"Gross non-food production index (1999-2001 = 100)\",\"Non-food production index covers non-food items. The FAO indices of agricultural production show the relative level of the aggregate volume of agricultural production for each year in comparison with the base period 2004-2006. They are based on the sum of price-weighted quantities of different agricultural commodities produced after deductions of quantities used as seed and feed weighted in a similar manner. The resulting aggregate represents, therefore, disposable production for any use except as seed and feed.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, Production Yearbook and data files.\"\n\"AG.PRD.RICE.MT\",\"Rice production (metric tons)\",\"Production data on rice relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.SGM.MT\",\"Sorghum production (metric tons)\",\"Production data on sorghum relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.PRD.WHT.MT\",\"Wheat production (metric tons)\",\"Production data on wheat relate to crop harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.BLY.MT\",\"Barley seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.CREL.MT\",\"Cereal seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.FNO.MT\",\"Fonio seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.MLT.MT\",\"Millet seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.MZE.MT\",\"Maize seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.RICE.MT\",\"Rice seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.SGM.MT\",\"Sorghum seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SED.WHT.MT\",\"Wheat seed quantity (FAO, metric tonnes)\",\"Data include the amounts of the commodity in question set aside for sowing or planting (or generally for reproduction purposes, e.g. sugar cane planted, potatoes for seed, eggs for hatching and fish for bait, whether domestically produced or imported) during the reference period. Account is taken of double or successive sowing or planting whenever it occurs. The data of seed include also, when it is the case, the quantities necessary for sowing or planting the area relating to crops harvested green for fodder or for food.(e.g. green peas, green beans, maize for forage) Data for seed element are stored in tonnes (t). Whenever official data were not available, seed figures have been estimated either as a percentage of supply (e.g. eggs for hatching) or by multiplying a seed rate with the area under the crop of the subsequent year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SRF.TOTL.HA\",\"Surface area (ha)\",\"Surface area is a country's total area, including areas under inland bodies of water and some coastal waterways.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.SRF.TOTL.K2\",\"Surface area (sq. km)\",\"Surface area is a country's total area, including areas under inland bodies of water and some coastal waterways.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.BLY.KG\",\"Barley yield (kg per hectare)\",\"Barley yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.CREL.KG\",\"Cereal yield (kg per hectare)\",\"Cereal yield, measured as kilograms per hectare of harvested land, includes wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. The FAO allocates production data to the calendar year in which the bulk of the harvest took place. Most of a crop harvested near the end of a year will be used in the following year.\",\"World Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.FNO.KG\",\"Fonio yield (kg per hectare)\",\"Fonio yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.MLT.KG\",\"Millet yield (kg per hectare)\",\"Millet yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.MZE.KG\",\"Maize yield (kg per hectare)\",\"Maize yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.RICE.KG\",\"Rice yield (kg per hectare)\",\"Rice yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.SGM.KG\",\"Sorghum yield (kg per hectare)\",\"Sorghum yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"AG.YLD.WHT.KG\",\"Wheat yield (kg per hectare)\",\"Wheat yield, measured as kilograms per hectare of harvested land. Production data on relate to crops harvested for dry grain only. Crop harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"ALUMINUM\",\"Aluminum, $/mt, current$\",\"Aluminum (LME) London Metal Exchange, unalloyed primary ingots, high grade, minimum 99.7% purity, settlement price beginning 2005; previously cash price\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Thomson Reuters Datastream; World Bank.\"\n\"B1\",\"41.Herfindahl-Hirschman Index\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B2i\",\"42.Share of top 1% Exporters in TEV (Total Export Value)\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B2ii\",\"43.Share of top 5% Exporters in TEV (Total Export Value)\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B2iii\",\"44.Share of top 25% Exporters in TEV (Total Export Value)\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B3i\",\"45.Number of HS6 Products per Exporter: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B3ii\",\"46.Number of HS6 Products per Exporter: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B3iii\",\"47.Number of HS6 Products per Exporter: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B4i\",\"48.Number of Destinations per Exporter: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B4ii\",\"49.Number of Destinations per Exporter: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B4iii\",\"50.Number of Destinations per Exporter: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B5i\",\"51.Number of Exporters per HS6 Product: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B5ii\",\"52.Number of Exporters per HS6 Product: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B5iii\",\"53.Number of Exporters per HS6 Product: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B6i\",\"54.Number of Exporters per Destination: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B6ii\",\"55.Number of Exporters per Destination: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"B6iii\",\"56.Number of Exporters per Destination: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"BANANA_EU\",\"Bananas, EU, $/mt, current$\",\"Bananas (Central & South America), major brands, c.i.f. Hamburg\",\"Global Economic Monitor (GEM) Commodities\",\"Sopisco News; Union of Banana-Exporting Countries (UPEB); Food and Agricultural Organization; US Bureau of Labor Statistics; World Bank.\"\n\"BANANA_US\",\"Bananas, US, $/mt, current$\",\"Bananas (Central & South America), major brands, US import price, free on truck (f.o.t.) US Gulf ports\",\"Global Economic Monitor (GEM) Commodities\",\"Sopisco News; Union of Banana-Exporting Countries (UPEB); Food and Agricultural Organization; US Bureau of Labor Statistics; World Bank.\"\n\"BAR.NOED.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with no education\",\"Percentage of female population age 15-19 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with no education\",\"Percentage of population age 15-19 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with no education\",\"Percentage of female population age 15+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with no education\",\"Percentage of population age 15+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with no education\",\"Percentage of female population age 20-24 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with no education\",\"Percentage of population age 20-24 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with no education\",\"Percentage of female population age 25-29 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with no education\",\"Percentage of population age 25-29 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with no education\",\"Percentage of female population age 25+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with no education\",\"Percentage of population age 25+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with no education\",\"Percentage of female population age 30-34 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with no education\",\"Percentage of population age 30-34 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with no education\",\"Percentage of female population age 35-39 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with no education\",\"Percentage of population age 35-39 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with no education\",\"Percentage of female population age 40-44 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with no education\",\"Percentage of population age 40-44 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with no education\",\"Percentage of female population age 45-49 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with no education\",\"Percentage of population age 45-49 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with no education\",\"Percentage of female population age 50-54 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with no education\",\"Percentage of population age 50-54 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with no education\",\"Percentage of female population age 55-59 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with no education\",\"Percentage of population age 55-59 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with no education\",\"Percentage of female population age 60-64 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with no education\",\"Percentage of population age 60-64 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with no education\",\"Percentage of female population age 65-69 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with no education\",\"Percentage of population age 65-69 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with no education\",\"Percentage of female population age 70-74 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with no education\",\"Percentage of population age 70-74 with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with no education\",\"Percentage of female population age 75+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.NOED.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with no education\",\"Percentage of population age 75+ with no education\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.1519\",\"Barro-Lee: Population in thousands, age 15-19, total\",\"Population in thousands, age 15-19, total is the total population of 15-19 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.1519.FE\",\"Barro-Lee: Population in thousands, age 15-19, female\",\"Population in thousands, age 15-19, female is the female population of 15-19 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.15UP\",\"Barro-Lee: Population in thousands, age 15+, total\",\"Population in thousands, age 15+, total is the total population over age 15 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.15UP.FE\",\"Barro-Lee: Population in thousands, age 15+, female\",\"Population in thousands, age 15+, female is the female population over age 15 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.2024\",\"Barro-Lee: Population in thousands, age 20-24, total\",\"Population in thousands, age 20-24, total is the total population of 20-24 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.2024.FE\",\"Barro-Lee: Population in thousands, age 20-24, female\",\"Population in thousands, age 20-24, female is the female population of 20-24 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.2529\",\"Barro-Lee: Population in thousands, age 25-29, total\",\"Population in thousands, age 25-29, total is the total population of 25-29 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.2529.FE\",\"Barro-Lee: Population in thousands, age 25-29, female\",\"Population in thousands, age 25-29, female is the female population of 25-29 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.25UP\",\"Barro-Lee: Population in thousands, age 25+, total\",\"Population in thousands, age 25+, total is the total population over age 25 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.25UP.FE\",\"Barro-Lee: Population in thousands, age 25+, female\",\"Population in thousands, age 25+, female is the female population over age 25 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.3034\",\"Barro-Lee: Population in thousands, age 30-34, total\",\"Population in thousands, age 30-34, total is the total population of 30-34 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.3034.FE\",\"Barro-Lee: Population in thousands, age 30-34, female\",\"Population in thousands, age 30-34, female is the female population of 30-34 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.3539\",\"Barro-Lee: Population in thousands, age 35-39, total\",\"Population in thousands, age 35-39, total is the total population of 35-39 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.3539.FE\",\"Barro-Lee: Population in thousands, age 35-39, female\",\"Population in thousands, age 35-39, female is the female population of 35-39 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.4044\",\"Barro-Lee: Population in thousands, age 40-44, total\",\"Population in thousands, age 40-44, total is the total population of 40-44 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.4044.FE\",\"Barro-Lee: Population in thousands, age 40-44, female\",\"Population in thousands, age 40-44, female is the female population of 40-44 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.4549\",\"Barro-Lee: Population in thousands, age 45-49, total\",\"Population in thousands, age 45-49, total is the total population of 45-49 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.4549.FE\",\"Barro-Lee: Population in thousands, age 45-49, female\",\"Population in thousands, age 45-49, female is the female population of 45-49 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.5054\",\"Barro-Lee: Population in thousands, age 50-54, total\",\"Population in thousands, age 50-54, total is the total population of 50-54 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.5054.FE\",\"Barro-Lee: Population in thousands, age 50-54, female\",\"Population in thousands, age 50-54, female is the female population of 50-54 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.5559\",\"Barro-Lee: Population in thousands, age 55-59, total\",\"Population in thousands, age 55-59, total is the total population of 55-59 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.5559.FE\",\"Barro-Lee: Population in thousands, age 55-59, female\",\"Population in thousands, age 55-59, female is the female population of 55-59 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.6064\",\"Barro-Lee: Population in thousands, age 60-64, total\",\"Population in thousands, age 60-64, total is the total population of 60-64 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.6064.FE\",\"Barro-Lee: Population in thousands, age 60-64, female\",\"Population in thousands, age 60-64, female is the female population of 60-64 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.6569\",\"Barro-Lee: Population in thousands, age 65-69, total\",\"Population in thousands, age 65-69, total is the total population of 65-69 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.6569.FE\",\"Barro-Lee: Population in thousands, age 65-69, female\",\"Population in thousands, age 65-69, female is the female population of 65-69 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.7074\",\"Barro-Lee: Population in thousands, age 70-74, total\",\"Population in thousands, age 70-74, total is the total population of 70-74 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.7074.FE\",\"Barro-Lee: Population in thousands, age 70-74, female\",\"Population in thousands, age 70-74, female is the female population of 70-74 year olds in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.75UP\",\"Barro-Lee: Population in thousands, age 75+, total\",\"Population in thousands, age 75+, total is the total population over age 75 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.POP.75UP.FE\",\"Barro-Lee: Population in thousands, age 75+, female\",\"Population in thousands, age 75+, female is the female population over age 75 in thousands estimated by Barro-Lee.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with primary schooling. Completed Primary\",\"Percentage of female population age 15-19 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with primary schooling. Completed Primary\",\"Percentage of population age 15-19 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with primary schooling. Completed Primary\",\"Percentage of female population age 15+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with primary schooling. Completed Primary\",\"Percentage of population age 15+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with primary schooling. Completed Primary\",\"Percentage of female population age 20-24 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with primary schooling. Completed Primary\",\"Percentage of population age 20-24 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with primary schooling. Completed Primary\",\"Percentage of female population age 25-29 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with primary schooling. Completed Primary\",\"Percentage of population age 25-29 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with primary schooling. Completed Primary\",\"Percentage of female population age 25+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with primary schooling. Completed Primary\",\"Percentage of population age 25+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with primary schooling. Completed Primary\",\"Percentage of female population age 30-34 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with primary schooling. Completed Primary\",\"Percentage of population age 30-34 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with primary schooling. Completed Primary\",\"Percentage of female population age 35-39 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with primary schooling. Completed Primary\",\"Percentage of population age 35-39 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with primary schooling. Completed Primary\",\"Percentage of female population age 40-44 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with primary schooling. Completed Primary\",\"Percentage of population age 40-44 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with primary schooling. Completed Primary\",\"Percentage of female population age 45-49 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with primary schooling. Completed Primary\",\"Percentage of population age 45-49 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with primary schooling. Completed Primary\",\"Percentage of female population age 50-54 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with primary schooling. Completed Primary\",\"Percentage of population age 50-54 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with primary schooling. Completed Primary\",\"Percentage of female population age 55-59 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with primary schooling. Completed Primary\",\"Percentage of population age 55-59 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with primary schooling. Completed Primary\",\"Percentage of female population age 60-64 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with primary schooling. Completed Primary\",\"Percentage of population age 60-64 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with primary schooling. Completed Primary\",\"Percentage of female population age 65-69 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with primary schooling. Completed Primary\",\"Percentage of population age 65-69 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with primary schooling. Completed Primary\",\"Percentage of female population age 70-74 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with primary schooling. Completed Primary\",\"Percentage of population age 70-74 with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with primary schooling. Completed Primary\",\"Percentage of female population age 75+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.CMPT.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with primary schooling. Completed Primary\",\"Percentage of population age 75+ with primary schooling. Completed Primary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 15-19 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 15+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 15+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 20-24 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 25-29 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 25+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 25+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 30-34 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 35-39 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 40-44 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 45-49 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 50-54 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 55-59 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 60-64 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 65-69 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 70-74 with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of female population age 75+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.ICMP.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Percentage of population age 75+ with primary schooling. Total (Incomplete and Completed Primary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.1519\",\"Barro-Lee: Average years of primary schooling, age 15-19, total\",\"Average years of primary schooling, 15-19, total is the average years of primary education completed among people age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.1519.FE\",\"Barro-Lee: Average years of primary schooling, age 15-19, female\",\"Average years of primary schooling, 15-19, female is the average years of primary education completed among females age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.15UP\",\"Barro-Lee: Average years of primary schooling, age 15+, total\",\"Average years of primary schooling, 15+, total is the average years of primary education completed among people over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.15UP.FE\",\"Barro-Lee: Average years of primary schooling, age 15+, female\",\"Average years of primary schooling, 15+, female is the average years of primary education completed among females over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.2024\",\"Barro-Lee: Average years of primary schooling, age 20-24, total\",\"Average years of primary schooling, 20-24, total is the average years of primary education completed among people age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.2024.FE\",\"Barro-Lee: Average years of primary schooling, age 20-24, female\",\"Average years of primary schooling, 20-24, female is the average years of primary education completed among females age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.2529\",\"Barro-Lee: Average years of primary schooling, age 25-29, total\",\"Average years of primary schooling, 25-29, total is the average years of primary education completed among people age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.2529.FE\",\"Barro-Lee: Average years of primary schooling, age 25-29, female\",\"Average years of primary schooling, 25-29, female is the average years of primary education completed among females age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.25UP\",\"Barro-Lee: Average years of primary schooling, age 25+, total\",\"Average years of primary schooling, 25+, total is the average years of primary education completed among people over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.25UP.FE\",\"Barro-Lee: Average years of primary schooling, age 25+, female\",\"Average years of primary schooling, 25+, female is the average years of primary education completed among females over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.3034\",\"Barro-Lee: Average years of primary schooling, age 30-34, total\",\"Average years of primary schooling, 30-34, total is the average years of primary education completed among people age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.3034.FE\",\"Barro-Lee: Average years of primary schooling, age 30-34, female\",\"Average years of primary schooling, 30-34, female is the average years of primary education completed among females age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.3539\",\"Barro-Lee: Average years of primary schooling, age 35-39, total\",\"Average years of primary schooling, 35-39, total is the average years of primary education completed among people age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.3539.FE\",\"Barro-Lee: Average years of primary schooling, age 35-39, female\",\"Average years of primary schooling, 35-39, female is the average years of primary education completed among females age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.4044\",\"Barro-Lee: Average years of primary schooling, age 40-44, total\",\"Average years of primary schooling, 40-44, total is the average years of primary education completed among people age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.4044.FE\",\"Barro-Lee: Average years of primary schooling, age 40-44, female\",\"Average years of primary schooling, 40-44, female is the average years of primary education completed among females age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.4549\",\"Barro-Lee: Average years of primary schooling, age 45-49, total\",\"Average years of primary schooling, 45-49, total is the average years of primary education completed among people age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.4549.FE\",\"Barro-Lee: Average years of primary schooling, age 45-49, female\",\"Average years of primary schooling, 45-49, female is the average years of primary education completed among females age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.5054\",\"Barro-Lee: Average years of primary schooling, age 50-54, total\",\"Average years of primary schooling, 50-54, total is the average years of primary education completed among people age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.5054.FE\",\"Barro-Lee: Average years of primary schooling, age 50-54, female\",\"Average years of primary schooling, 50-54, female is the average years of primary education completed among females age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.5559\",\"Barro-Lee: Average years of primary schooling, age 55-59, total\",\"Average years of primary schooling, 55-59, total is the average years of primary education completed among people age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.5559.FE\",\"Barro-Lee: Average years of primary schooling, age 55-59, female\",\"Average years of primary schooling, 55-59, female is the average years of primary education completed among females age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.6064\",\"Barro-Lee: Average years of primary schooling, age 60-64, total\",\"Average years of primary schooling, 60-64, total is the average years of primary education completed among people age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.6064.FE\",\"Barro-Lee: Average years of primary schooling, age 60-64, female\",\"Average years of primary schooling, 60-64, female is the average years of primary education completed among females age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.6569\",\"Barro-Lee: Average years of primary schooling, age 65-69, total\",\"Average years of primary schooling, 65-69, total is the average years of primary education completed among people age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.6569.FE\",\"Barro-Lee: Average years of primary schooling, age 65-69, female\",\"Average years of primary schooling, 65-69, female is the average years of primary education completed among females age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.7074\",\"Barro-Lee: Average years of primary schooling, age 70-74, total\",\"Average years of primary schooling, 70-74, total is the average years of primary education completed among people age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.7074.FE\",\"Barro-Lee: Average years of primary schooling, age 70-74, female\",\"Average years of primary schooling, 70-74, female is the average years of primary education completed among females age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.75UP\",\"Barro-Lee: Average years of primary schooling, age 75+, total\",\"Average years of primary schooling, 75+, total is the average years of primary education completed among people over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.PRM.SCHL.75UP.FE\",\"Barro-Lee: Average years of primary schooling, age 75+, female\",\"Average years of primary schooling, 75+, female is the average years of primary education completed among females over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.1519\",\"Barro-Lee: Average years of total schooling, age 15-19, total\",\"Average years of total schooling, 15-19, total is the average years of education completed among people age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.1519.FE\",\"Barro-Lee: Average years of total schooling, age 15-19, female\",\"Average years of total schooling, 15-19, female is the average years of education completed among females age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.15UP\",\"Barro-Lee: Average years of total schooling, age 15+, total\",\"Average years of total schooling, 15+, total is the average years of education completed among people over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.15UP.FE\",\"Barro-Lee: Average years of total schooling, age 15+, female\",\"Average years of total schooling, 15+, female is the average years of education completed among females over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.2024\",\"Barro-Lee: Average years of total schooling, age 20-24, total\",\"Average years of total schooling, 20-24, total is the average years of education completed among people age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.2024.FE\",\"Barro-Lee: Average years of total schooling, age 20-24, female\",\"Average years of total schooling, 20-24, female is the average years of education completed among females age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.2529\",\"Barro-Lee: Average years of total schooling, age 25-29, total\",\"Average years of total schooling, 25-29, total is the average years of education completed among people age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.2529.FE\",\"Barro-Lee: Average years of total schooling, age 25-29, female\",\"Average years of total schooling, 25-29, female is the average years of education completed among females age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.25UP\",\"Barro-Lee: Average years of total schooling, age 25+, total\",\"Average years of total schooling, 25+, total is the average years of education completed among people over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.25UP.FE\",\"Barro-Lee: Average years of total schooling, age 25+, female\",\"Average years of total schooling, 25+, female is the average years of education completed among females over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.3034\",\"Barro-Lee: Average years of total schooling, age 30-34, total\",\"Average years of total schooling, 30-34, total is the average years of education completed among people age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.3034.FE\",\"Barro-Lee: Average years of total schooling, age 30-34, female\",\"Average years of total schooling, 30-34, female is the average years of education completed among females age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.3539\",\"Barro-Lee: Average years of total schooling, age 35-39, total\",\"Average years of total schooling, 35-39, total is the average years of education completed among people age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.3539.FE\",\"Barro-Lee: Average years of total schooling, age 35-39, female\",\"Average years of total schooling, 35-39, female is the average years of education completed among females age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.4044\",\"Barro-Lee: Average years of total schooling, age 40-44, total\",\"Average years of total schooling, 40-44, total is the average years of education completed among people age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.4044.FE\",\"Barro-Lee: Average years of total schooling, age 40-44, female\",\"Average years of total schooling, 40-44, female is the average years of education completed among females age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.4549\",\"Barro-Lee: Average years of total schooling, age 45-49, total\",\"Average years of total schooling, 45-49, total is the average years of education completed among people age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.4549.FE\",\"Barro-Lee: Average years of total schooling, age 45-49, female\",\"Average years of total schooling, 45-49, female is the average years of education completed among females age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.5054\",\"Barro-Lee: Average years of total schooling, age 50-54, total\",\"Average years of total schooling, 50-54, total is the average years of education completed among people age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.5054.FE\",\"Barro-Lee: Average years of total schooling, age 50-54, female\",\"Average years of total schooling, 50-54, female is the average years of education completed among females age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.5559\",\"Barro-Lee: Average years of total schooling, age 55-59, total\",\"Average years of total schooling, 55-59, total is the average years of education completed among people age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.5559.FE\",\"Barro-Lee: Average years of total schooling, age 55-59, female\",\"Average years of total schooling, 55-59, female is the average years of education completed among females age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.6064\",\"Barro-Lee: Average years of total schooling, age 60-64, total\",\"Average years of total schooling, 60-64, total is the average years of education completed among people age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.6064.FE\",\"Barro-Lee: Average years of total schooling, age 60-64, female\",\"Average years of total schooling, 60-64, female is the average years of education completed among females age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.6569\",\"Barro-Lee: Average years of total schooling, age 65-69, total\",\"Average years of total schooling, 65-69, total is the average years of education completed among people age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.6569.FE\",\"Barro-Lee: Average years of total schooling, age 65-69, female\",\"Average years of total schooling, 65-69, female is the average years of education completed among females age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.7074\",\"Barro-Lee: Average years of total schooling, age 70-74, total\",\"Average years of total schooling, 70-74, total is the average years of education completed among people age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.7074.FE\",\"Barro-Lee: Average years of total schooling, age 70-74, female\",\"Average years of total schooling, 70-74, female is the average years of education completed among females age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.75UP\",\"Barro-Lee: Average years of total schooling, age 75+, total\",\"Average years of total schooling, 75+, total is the average years of education completed among people over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SCHL.75UP.FE\",\"Barro-Lee: Average years of total schooling, age 75+, female\",\"Average years of total schooling, 75+, female is the average years of education completed among females over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with secondary schooling. Completed Secondary\",\"Percentage of female population age 15-19 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with secondary schooling. Completed Secondary\",\"Percentage of population age 15-19 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with secondary schooling. Completed Secondary\",\"Percentage of female population age 15+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with secondary schooling. Completed Secondary\",\"Percentage of population age 15+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with secondary schooling. Completed Secondary\",\"Percentage of female population age 20-24 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with secondary schooling. Completed Secondary\",\"Percentage of population age 20-24 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with secondary schooling. Completed Secondary\",\"Percentage of female population age 25-29 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with secondary schooling. Completed Secondary\",\"Percentage of population age 25-29 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with secondary schooling. Completed Secondary\",\"Percentage of female population age 25+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with secondary schooling. Completed Secondary\",\"Percentage of population age 25+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with secondary schooling. Completed Secondary\",\"Percentage of female population age 30-34 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with secondary schooling. Completed Secondary\",\"Percentage of population age 30-34 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with secondary schooling. Completed Secondary\",\"Percentage of female population age 35-39 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with secondary schooling. Completed Secondary\",\"Percentage of population age 35-39 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with secondary schooling. Completed Secondary\",\"Percentage of female population age 40-44 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with secondary schooling. Completed Secondary\",\"Percentage of population age 40-44 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with secondary schooling. Completed Secondary\",\"Percentage of female population age 45-49 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with secondary schooling. Completed Secondary\",\"Percentage of population age 45-49 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with secondary schooling. Completed Secondary\",\"Percentage of female population age 50-54 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with secondary schooling. Completed Secondary\",\"Percentage of population age 50-54 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with secondary schooling. Completed Secondary\",\"Percentage of female population age 55-59 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with secondary schooling. Completed Secondary\",\"Percentage of population age 55-59 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with secondary schooling. Completed Secondary\",\"Percentage of female population age 60-64 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with secondary schooling. Completed Secondary\",\"Percentage of population age 60-64 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with secondary schooling. Completed Secondary\",\"Percentage of female population age 65-69 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with secondary schooling. Completed Secondary\",\"Percentage of population age 65-69 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with secondary schooling. Completed Secondary\",\"Percentage of female population age 70-74 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with secondary schooling. Completed Secondary\",\"Percentage of population age 70-74 with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with secondary schooling. Completed Secondary\",\"Percentage of female population age 75+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.CMPT.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with secondary schooling. Completed Secondary\",\"Percentage of population age 75+ with secondary schooling. Completed Secondary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 15-19 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 15+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 20-24 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 25-29 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 25+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 30-34 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 35-39 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 40-44 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 45-49 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 50-54 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 55-59 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 60-64 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 65-69 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 70-74 with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of female population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.ICMP.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Percentage of population age 75+ with secondary schooling. Total (Incomplete and Completed Secondary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.1519\",\"Barro-Lee: Average years of secondary schooling, age 15-19, total\",\"Average years of secondary schooling, 15-19, total is the average years of secondary education completed among people age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.1519.FE\",\"Barro-Lee: Average years of secondary schooling, age 15-19, female\",\"Average years of secondary schooling, 15-19, female is the average years of secondary education completed among females age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.15UP\",\"Barro-Lee: Average years of secondary schooling, age 15+, total\",\"Average years of secondary schooling, 15+, total is the average years of secondary education completed among people over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.15UP.FE\",\"Barro-Lee: Average years of secondary schooling, age 15+, female\",\"Average years of secondary schooling, 15+, female is the average years of secondary education completed among females over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.2024\",\"Barro-Lee: Average years of secondary schooling, age 20-24, total\",\"Average years of secondary schooling, 20-24, total is the average years of secondary education completed among people age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.2024.FE\",\"Barro-Lee: Average years of secondary schooling, age 20-24, female\",\"Average years of secondary schooling, 20-24, female is the average years of secondary education completed among females age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.2529\",\"Barro-Lee: Average years of secondary schooling, age 25-29, total\",\"Average years of secondary schooling, 25-29, total is the average years of secondary education completed among people age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.2529.FE\",\"Barro-Lee: Average years of secondary schooling, age 25-29, female\",\"Average years of secondary schooling, 25-29, female is the average years of secondary education completed among females age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.25UP\",\"Barro-Lee: Average years of secondary schooling, age 25+, total\",\"Average years of secondary schooling, 25+, total is the average years of secondary education completed among people over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.25UP.FE\",\"Barro-Lee: Average years of secondary schooling, age 25+, female\",\"Average years of secondary schooling, 25+, female is the average years of secondary education completed among females over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.3034\",\"Barro-Lee: Average years of secondary schooling, age 30-34, total\",\"Average years of secondary schooling, 30-34, total is the average years of secondary education completed among people age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.3034.FE\",\"Barro-Lee: Average years of secondary schooling, age 30-34, female\",\"Average years of secondary schooling, 30-34, female is the average years of secondary education completed among females age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.3539\",\"Barro-Lee: Average years of secondary schooling, age 35-39, total\",\"Average years of secondary schooling, 35-39, total is the average years of secondary education completed among people age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.3539.FE\",\"Barro-Lee: Average years of secondary schooling, age 35-39, female\",\"Average years of secondary schooling, 35-39, female is the average years of secondary education completed among females age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.4044\",\"Barro-Lee: Average years of secondary schooling, age 40-44, total\",\"Average years of secondary schooling, 40-44, total is the average years of secondary education completed among people age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.4044.FE\",\"Barro-Lee: Average years of secondary schooling, age 40-44, female\",\"Average years of secondary schooling, 40-44, female is the average years of secondary education completed among females age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.4549\",\"Barro-Lee: Average years of secondary schooling, age 45-49, total\",\"Average years of secondary schooling, 45-49, total is the average years of secondary education completed among people age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.4549.FE\",\"Barro-Lee: Average years of secondary schooling, age 45-49, female\",\"Average years of secondary schooling, 45-49, female is the average years of secondary education completed among females age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.5054\",\"Barro-Lee: Average years of secondary schooling, age 50-54, total\",\"Average years of secondary schooling, 50-54, total is the average years of secondary education completed among people age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.5054.FE\",\"Barro-Lee: Average years of secondary schooling, age 50-54, female\",\"Average years of secondary schooling, 50-54, female is the average years of secondary education completed among females age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.5559\",\"Barro-Lee: Average years of secondary schooling, age 55-59, total\",\"Average years of secondary schooling, 55-59, total is the average years of secondary education completed among people age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.5559.FE\",\"Barro-Lee: Average years of secondary schooling, age 55-59, female\",\"Average years of secondary schooling, 55-59, female is the average years of secondary education completed among females age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.6064\",\"Barro-Lee: Average years of secondary schooling, age 60-64, total\",\"Average years of secondary schooling, 60-64, total is the average years of secondary education completed among people age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.6064.FE\",\"Barro-Lee: Average years of secondary schooling, age 60-64, female\",\"Average years of secondary schooling, 60-64, female is the average years of secondary education completed among females age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.6569\",\"Barro-Lee: Average years of secondary schooling, age 65-69, total\",\"Average years of secondary schooling, 65-69, total is the average years of secondary education completed among people age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.6569.FE\",\"Barro-Lee: Average years of secondary schooling, age 65-69, female\",\"Average years of secondary schooling, 65-69, female is the average years of secondary education completed among females age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.7074\",\"Barro-Lee: Average years of secondary schooling, age 70-74, total\",\"Average years of secondary schooling, 70-74, total is the average years of secondary education completed among people age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.7074.FE\",\"Barro-Lee: Average years of secondary schooling, age 70-74, female\",\"Average years of secondary schooling, 70-74, female is the average years of secondary education completed among females age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.75UP\",\"Barro-Lee: Average years of secondary schooling, age 75+, total\",\"Average years of secondary schooling, 75+, total is the average years of secondary education completed among people over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.SEC.SCHL.75UP.FE\",\"Barro-Lee: Average years of secondary schooling, age 75+, female\",\"Average years of secondary schooling, 75+, female is the average years of secondary education completed among females over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 15-19 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 15-19 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 15+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with tertiary schooling. Completed Tertiary\",\"Percentage of population age 15+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 20-24 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 20-24 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 25-29 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 25-29 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 25+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with tertiary schooling. Completed Tertiary\",\"Percentage of population age 25+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 30-34 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 30-34 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 35-39 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 35-39 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 40-44 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 40-44 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 45-49 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 45-49 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 50-54 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 50-54 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 55-59 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 55-59 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 60-64 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 60-64 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 65-69 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 65-69 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 70-74 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with tertiary schooling. Completed Tertiary\",\"Percentage of population age 70-74 with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with tertiary schooling. Completed Tertiary\",\"Percentage of female population age 75+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.CMPT.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with tertiary schooling. Completed Tertiary\",\"Percentage of population age 75+ with tertiary schooling. Completed Tertiary\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.1519.FE.ZS\",\"Barro-Lee: Percentage of female population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.1519.ZS\",\"Barro-Lee: Percentage of population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 15-19 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.15UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.15UP.ZS\",\"Barro-Lee: Percentage of population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 15+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.2024.FE.ZS\",\"Barro-Lee: Percentage of female population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.2024.ZS\",\"Barro-Lee: Percentage of population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 20-24 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.2529.FE.ZS\",\"Barro-Lee: Percentage of female population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.2529.ZS\",\"Barro-Lee: Percentage of population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 25-29 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.25UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.25UP.ZS\",\"Barro-Lee: Percentage of population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 25+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.3034.FE.ZS\",\"Barro-Lee: Percentage of female population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.3034.ZS\",\"Barro-Lee: Percentage of population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 30-34 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.3539.FE.ZS\",\"Barro-Lee: Percentage of female population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.3539.ZS\",\"Barro-Lee: Percentage of population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 35-39 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.4044.FE.ZS\",\"Barro-Lee: Percentage of female population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.4044.ZS\",\"Barro-Lee: Percentage of population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 40-44 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.4549.FE.ZS\",\"Barro-Lee: Percentage of female population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.4549.ZS\",\"Barro-Lee: Percentage of population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 45-49 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.5054.FE.ZS\",\"Barro-Lee: Percentage of female population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.5054.ZS\",\"Barro-Lee: Percentage of population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 50-54 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.5559.FE.ZS\",\"Barro-Lee: Percentage of female population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.5559.ZS\",\"Barro-Lee: Percentage of population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 55-59 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.6064.FE.ZS\",\"Barro-Lee: Percentage of female population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.6064.ZS\",\"Barro-Lee: Percentage of population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 60-64 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.6569.FE.ZS\",\"Barro-Lee: Percentage of female population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.6569.ZS\",\"Barro-Lee: Percentage of population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 65-69 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.7074.FE.ZS\",\"Barro-Lee: Percentage of female population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.7074.ZS\",\"Barro-Lee: Percentage of population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 70-74 with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.75UP.FE.ZS\",\"Barro-Lee: Percentage of female population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of female population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.ICMP.75UP.ZS\",\"Barro-Lee: Percentage of population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Percentage of population age 75+ with tertiary schooling. Total (Incomplete and Completed Tertiary)\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.1519\",\"Barro-Lee: Average years of tertiary schooling, age 15-19, total\",\"Average years of tertiary schooling, 15-19, total is the average years of tertiary education completed among people age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.1519.FE\",\"Barro-Lee: Average years of tertiary schooling, age 15-19, female\",\"Average years of tertiary schooling, 15-19, female is the average years of tertiary education completed among females age 15-19.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.15UP\",\"Barro-Lee: Average years of tertiary schooling, age 15+, total\",\"Average years of tertiary schooling, 15+, total is the average years of tertiary education completed among people over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.15UP.FE\",\"Barro-Lee: Average years of tertiary schooling, age 15+, female\",\"Average years of tertiary schooling, 15+, female is the average years of tertiary education completed among females over age 15.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.2024\",\"Barro-Lee: Average years of tertiary schooling, age 20-24, total\",\"Average years of tertiary schooling, 20-24, total is the average years of tertiary education completed among people age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.2024.FE\",\"Barro-Lee: Average years of tertiary schooling, age 20-24, female\",\"Average years of tertiary schooling, 20-24, female is the average years of tertiary education completed among females age 20-24.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.2529\",\"Barro-Lee: Average years of tertiary schooling, age 25-29, total\",\"Average years of tertiary schooling, 25-29, total is the average years of tertiary education completed among people age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.2529.FE\",\"Barro-Lee: Average years of tertiary schooling, age 25-29, female\",\"Average years of tertiary schooling, 25-29, female is the average years of tertiary education completed among females age 25-29.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.25UP\",\"Barro-Lee: Average years of tertiary schooling, age 25+, total\",\"Average years of tertiary schooling, 25+, total is the average years of tertiary education completed among people over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.25UP.FE\",\"Barro-Lee: Average years of tertiary schooling, age 25+, female\",\"Average years of tertiary schooling, 25+, female is the average years of tertiary education completed among females over age 25.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.3034\",\"Barro-Lee: Average years of tertiary schooling, age 30-34, total\",\"Average years of tertiary schooling, 30-34, total is the average years of tertiary education completed among people age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.3034.FE\",\"Barro-Lee: Average years of tertiary schooling, age 30-34, female\",\"Average years of tertiary schooling, 30-34, female is the average years of tertiary education completed among females age 30-34.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.3539\",\"Barro-Lee: Average years of tertiary schooling, age 35-39, total\",\"Average years of tertiary schooling, 35-39, total is the average years of tertiary education completed among people age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.3539.FE\",\"Barro-Lee: Average years of tertiary schooling, age 35-39, female\",\"Average years of tertiary schooling, 35-39, female is the average years of tertiary education completed among females age 35-39.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.4044\",\"Barro-Lee: Average years of tertiary schooling, age 40-44, total\",\"Average years of tertiary schooling, 40-44, total is the average years of tertiary education completed among people age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.4044.FE\",\"Barro-Lee: Average years of tertiary schooling, age 40-44, female\",\"Average years of tertiary schooling, 40-44, female is the average years of tertiary education completed among females age 40-44.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.4549\",\"Barro-Lee: Average years of tertiary schooling, age 45-49, total\",\"Average years of tertiary schooling, 45-49, total is the average years of tertiary education completed among people age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.4549.FE\",\"Barro-Lee: Average years of tertiary schooling, age 45-49, female\",\"Average years of tertiary schooling, 45-49, female is the average years of tertiary education completed among females age 45-49.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.5054\",\"Barro-Lee: Average years of tertiary schooling, age 50-54, total\",\"Average years of tertiary schooling, 50-54, total is the average years of tertiary education completed among people age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.5054.FE\",\"Barro-Lee: Average years of tertiary schooling, age 50-54, female\",\"Average years of tertiary schooling, 50-54, female is the average years of tertiary education completed among females age 50-54.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.5559\",\"Barro-Lee: Average years of tertiary schooling, age 55-59, total\",\"Average years of tertiary schooling, 55-59, total is the average years of tertiary education completed among people age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.5559.FE\",\"Barro-Lee: Average years of tertiary schooling, age 55-59, female\",\"Average years of tertiary schooling, 55-59, female is the average years of tertiary education completed among females age 55-59.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.6064\",\"Barro-Lee: Average years of tertiary schooling, age 60-64, total\",\"Average years of tertiary schooling, 60-64, total is the average years of tertiary education completed among people age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.6064.FE\",\"Barro-Lee: Average years of tertiary schooling, age 60-64, female\",\"Average years of tertiary schooling, 60-64, female is the average years of tertiary education completed among females age 60-64.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.6569\",\"Barro-Lee: Average years of tertiary schooling, age 65-69, total\",\"Average years of tertiary schooling, 65-69, total is the average years of tertiary education completed among people age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.6569.FE\",\"Barro-Lee: Average years of tertiary schooling, age 65-69, female\",\"Average years of tertiary schooling, 65-69, female is the average years of tertiary education completed among females age 65-69.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.7074\",\"Barro-Lee: Average years of tertiary schooling, age 70-74, total\",\"Average years of tertiary schooling, 70-74, total is the average years of tertiary education completed among people age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.7074.FE\",\"Barro-Lee: Average years of tertiary schooling, age 70-74, female\",\"Average years of tertiary schooling, 70-74, female is the average years of tertiary education completed among females age 70-74.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.75UP\",\"Barro-Lee: Average years of tertiary schooling, age 75+, total\",\"Average years of tertiary schooling, 75+, total is the average years of tertiary education completed among people over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BAR.TER.SCHL.75UP.FE\",\"Barro-Lee: Average years of tertiary schooling, age 75+, female\",\"Average years of tertiary schooling, 75+, female is the average years of tertiary education completed among females over age 75.\",\"Education Statistics\",\"Robert J. Barro and Jong-Wha Lee: http://www.barrolee.com/\"\n\"BARLEY\",\"Barley, $/mt, current$\",\"Barley (Canada), feed, Western No. 1, Winnipeg Commodity Exchange, spot, wholesale farmers' price\",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg; World Bank.\"\n\"BEEF\",\"Meat, beef, cents/kg, current$\",\"Meat, beef (Australia/New Zealand), chucks and cow forequarters, frozen boneless, 85% chemical lean, c.i.f. U.S. port (East Coast), ex-dock, beginning November 2002; previously cow forequarters\",\"Global Economic Monitor (GEM) Commodities\",\"Meat & Livestock Australia, Meat and Livestock Weekly; The National Provisioner; US Department of Agriculture; World Bank.\"\n\"BG.GSR.NFSV.GD.ZS\",\"Trade in services (% of GDP)\",\"Trade in services is the sum of service exports and imports divided by the value of GDP, all in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"BM.AG.AGR.TRAC.CD\",\"Agricultural tractors, exports (FAO, current US$)\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year. Data are in US$.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.AGR.TRAC.NO\",\"Agricultural tractors, exports\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.CREL.CD\",\"Cereal exports (FAO, current US$)\",\"Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.CREL.MT\",\"Cereal exports quantity (FAO, tonnes)\",\"Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.FRST.CD\",\"Forest products imports (FAO, current US$)\",\"Forest products imports. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.HZ.PEST.CD\",\"Hazardous pesticides imports (FAO, current US$)\",\"Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies. The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport. Pesticide trade is the value of trade covering insecticides, fungicides, herbicides, disinfectants and others, as described by the Harmonised Coding System (HS) code 3808. Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.AG.PEST.CD\",\"Pesticides imports (FAO, current US$)\",\"Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies. The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.FOD.AGRI.CD\",\"Food imports excluding fish (FAO, current US$)\",\"Food imports excludes fish. Data are expressed in current U.S. dollar at cost-insurance-freight (cif) prices. Excludes fish. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.GSR.AGRI.CD\",\"Total agricultural imports (FAO, current US$)\",\"Total agricultural imports are expressed in terms of value. They cover all movements into the country of the commodity in question during the reference period. They include commercial trade, food aid granted on specific terms, donated quantities and estimates of unrecorded trade.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BM.GSR.CMCP.ZS\",\"Communications, computer, etc. (% of service imports, BoP)\",\"Communications, computer, information, and other services cover international telecommunications; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; personal, cultural, and recreational services; manufacturing services on physical inputs owned by others; and maintenance and repair services and government services not included elsewhere.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.FCTY.CD\",\"Primary income payments (BoP, current US$)\",\"Primary income payments refer to employee compensation paid to nonresident workers and investment income (payments on direct investment, portfolio investment, other investments). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.FXAI.CD\",\"Other income payments (BoP, current US$)\",\"Other income payments. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BM.GSR.GNFS.CD\",\"Imports of goods and services (BoP, current US$)\",\"Imports of goods and services comprise all transactions between residents of a country and the rest of the world involving a change of ownership from nonresidents to residents of general merchandise, nonmonetary gold, and services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.INSF.ZS\",\"Insurance and financial services (% of service imports, BoP)\",\"Insurance and financial services cover various types of insurance provided to nonresidents by resident insurance enterprises and vice versa, and financial intermediary and auxiliary services (except those of insurance enterprises and pension funds) exchanged between residents and nonresidents.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.MRCH.CD\",\"Goods imports (BoP, current US$)\",\"Goods imports refer to all movable goods (including nonmonetary gold) involved in a change of ownership from nonresidents to residents. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.NFSV.CD\",\"Service imports (BoP, current US$)\",\"Services refer to economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.ROYL.CD\",\"Charges for the use of intellectual property, payments (BoP, current US$)\",\"Charges for the use of intellectual property are payments and receipts between residents and nonresidents for the authorized use of proprietary rights (such as patents, trademarks, copyrights, industrial processes and designs including trade secrets, and franchises) and for the use, through licensing agreements, of produced originals or prototypes (such as copyrights on books and manuscripts, computer software, cinematographic works, and sound recordings) and related rights (such as for live performances and television, cable, or satellite broadcast). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.SERV.CD\",\"Imports of total services (Debit, current US$)\",\"Imports of total services is calculated as the difference between imports of goods and services and merchandise imports. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BM.GSR.TOTL.CD\",\"Imports of goods, services and primary income (BoP, current US$)\",\"Imports of goods, services and primary income is the sum of goods imports, service imports and primary income payments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.TRAN.ZS\",\"Transport services (% of service imports, BoP)\",\"Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction).\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.GSR.TRVL.ZS\",\"Travel services (% of service imports, BoP)\",\"Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.KLT.DINV.CD\",\"Foreign direct investment, net outflows by reporting economy (IMF-BoP, current US$)\",\"Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net outflows of investment from the reporting economy to the rest of the world. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.KLT.DINV.CD.WD\",\"Foreign direct investment, net outflows (BoP, current US$)\",\"Foreign direct investment refers to direct investment equity flows in an economy. It is the sum of equity capital, reinvestment of earnings, and other capital. Direct investment is a category of cross-border investment associated with a resident in one economy having control or a significant degree of influence on the management of an enterprise that is resident in another economy. Ownership of 10 percent or more of the ordinary shares of voting stock is the criterion for determining the existence of a direct investment relationship. This series shows net outflows of investment from the reporting economy to the rest of the world. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments database, supplemented by data from the United Nations Conference on Trade and Development and official national sources.\"\n\"BM.KLT.DINV.WD.GD.ZS\",\"Foreign direct investment, net outflows (% of GDP)\",\"Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net outflows of investment from the reporting economy to the rest of the world and is divided by GDP.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and Balance of Payments databases, World Bank, International Debt Statistics, and World Bank and OECD GDP estimates.\"\n\"BM.TRF.CURR.CD\",\"Current transfers, payments (BoP, current US$)\",\"Current transfers comprise transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.TRF.MGR.CD\",\"Migrant remittance outflows (current US$)\",\"Migrants’ remittances are defined as the sum of worker’s remittances,\",\"Africa Development Indicators\",\"World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008. \"\n\"BM.TRF.OFDC.CD\",\"Official current transfers, payments (BoP, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.TRF.PRVT.CD\",\"Secondary income, other sectors, payments (BoP, current US$)\",\"Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.TRF.PWKR.CD\",\"Workers' remittances, payments (BoP, current US$)\",\"Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows payments by the reporting country. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BM.TRF.PWKR.CD.DT\",\"Personal remittances, paid (current US$)\",\"Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees. Data are in current U.S. dollars. \\n \",\"World Development Indicators\",\"World Bank staff estimates based on IMF balance of payments data.\"\n\"BN.CAB.XOKA.CD\",\"Current account balance (BoP, current US$)\",\"Current account balance is the sum of net exports of goods and services, net primary income, and net secondary income. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.CAB.XOKA.GD.ZS\",\"Current account balance (% of GDP)\",\"Current account balance is the sum of net exports of goods and services, net primary income, and net secondary income.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"BN.CAB.XOKA.GN.ZS\",\"Current account balance (% of GNP)\",\"Current account balance is the sum of net exports of goods, services, net income, and net current transfers. Data are in current U.S. dollars. Data are divided by GNP at market prices in U.S. dollars to facilitate comparison across economies. \",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.CUR.GDPM.ZS\",\"Current account balance excluding net official capital grants (% of GDP)\",\"Current account balance is the sum of net exports of goods, services, net income, and net current transfers. This is divided by GDP at market prices, with both series expressed in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.DSR.UNPD.CD\",\"Debt service not paid (BoP, current US$)\",\"Debt service not paid (BoP, current US$). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.FAC.ARAC.CD\",\"Debt Service not paid: Arrears Accumulation (BoP, current US$)\",\"In the standard presentation of the balance of payments, arrears of interest and amortization--amounts that are past due and unpaid--are recorded as if the amounts had been paid on schedule, and an offsetting entry is made to reflect the associated new, short-term commitments. Data are in current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.FIN.TOTL.CD\",\"Net financial account (BoP, current US$)\",\"The net financial account shows net acquisition and disposal of financial assets and liabilities. It measures how net lending to or borrowing from nonresidents is financed, and is conceptually equal to the sum of the balances on the current and capital accounts. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.GSR.FCTY.CD\",\"Net primary income (BoP, current US$)\",\"Net primary income refers to receipts and payments of employee compensation paid to nonresident workers and investment income (receipts and payments on direct investment, portfolio investment, other investments, and receipts on reserve assets). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.GSR.FCTY.CD.ZS\",\"Net income (% of GDP)\",\"Net income refers to receipts and payments of employee compensation paid to nonresident workers and investment income (receipts and payments on direct investment, portfolio investment, other investments, and receipts on reserve assets). Income derived from the use of intangible assets is recorded under business services. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files. World Bank GDP estimates are used for the denominator.\"\n\"BN.GSR.GNFS.CD\",\"Net trade in goods and services (BoP, current US$)\",\"Net trade in goods and services is derived by offsetting imports of goods and services against exports of goods and services. Exports and imports of goods and services comprise all transactions involving a change of ownership of goods and services between residents of one country and the rest of the world. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.GSR.MRCH.CD\",\"Net trade in goods (BoP, current US$)\",\"Net trade in goods is the difference between exports and imports of goods. Trade in services is not included. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.KAC.EOMS.CD\",\"Net errors and omissions (BoP, current US$)\",\"Net errors and omissions constitute a residual category needed to ensure that accounts in the balance of payments statement sum to zero. Net errors and omissions are derived as the balance on the financial account minus the balances on the current and capital accounts. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.KAC.FNEI.CD\",\"Capital flows not elsewhere included (BoP, current US$)\",\"This item comprises capital transactions not included elsewhere. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.KAC.OTHR.CD\",\"Other capital flows, net (BoP, current US$)\",\"The sum of short-term capital, net errors and omissions, and capital transactions not included elsewhere. Data denominated in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.KLT.DINV.CD\",\"Foreign direct investment, net (BoP, current US$)\",\"Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows total net FDI. In BPM6, financial account balances are calculated as the change in assets minus the change in liabilities. Net FDI outflows are assets and net FDI inflows are liabilities. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.KLT.DINV.CD.ZS\",\"Foreign direct investment (% of GDP)\",\"Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.KLT.NFLW.CD\",\"Net long-term borrowing (BoP, current US$)\",\"Net long-term borrowing includes external debt disbursements less repayments due, plus other net long-term inflows. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.KLT.OTHR.CD\",\"Other long-term inflows, net (BoP, current US$)\",\"Other long-term capital comprises the difference between long-term capital, as defined for total long-term capital: excluding reserves and LCFAR, and the similar item reported in IMF balance of payments statistics. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BN.KLT.PRVT.CD\",\"Private capital flows, total (BoP, current US$)\",\"Private capital flows consist of net foreign direct investment and portfolio investment. Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. The FDI included here is total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Portfolio investment covers transactions in equity securities and debt securities. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.KLT.PRVT.GD.ZS\",\"Private capital flows, total (% of GDP)\",\"Private capital flows consist of net foreign direct investment and portfolio investment. Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. The FDI included here is total net, that is, net FDI in the reporting economy from foreign sources less net FDI by the reporting economy to the rest of the world. Portfolio investment covers transactions in equity securities and debt securities.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"BN.KLT.PTXL.CD\",\"Portfolio Investment, net (BoP, current US$)\",\"Portfolio investment covers transactions in equity securities and debt securities. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.RES.INCL.CD\",\"Reserves and related items (BoP, current US$)\",\"Reserves and related items is the net change in a country's holdings of international reserves resulting from transactions on the current, capital, and financial accounts. Reserve assets are those external assets that are readily available to and controlled by monetary authorities for meeting balance of payments financing needs, and include holdings of monetary gold, special drawing rights (SDRs), reserve position in the International Monetary Fund (IMF), and other reserve assets. Also included are net credit and loans from the IMF (excluding reserve position) and total exceptional financing. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRF.CURR.CD\",\"Net secondary income (BoP, current US$)\",\"Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRF.CURR.CD.ZS\",\"Net current transfers (% of GDP)\",\"Net current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files. World Bank GDP estimates are used for the denominator.\"\n\"BN.TRF.KOGT.CD\",\"Net capital account (BoP, current US$)\",\"Net capital account records acquisitions and disposals of nonproduced nonfinancial assets, such as land sold to embassies and sales of leases and licenses, as well as capital transfers, including government debt forgiveness. The use of the term capital account in this context is designed to be consistent with the System of National Accounts, which distinguishes between capital transactions and financial transactions. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRF.OFDC.CD\",\"Official current transfers, net (BoP, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRF.PRVT.CD\",\"Private current transfers, net (BoP, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRF.PWKR.CD\",\"Workers' remittances, net (BoP, current US$)\",\"Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BN.TRN.KOGT.CD\",\"Grants (disbursements) from new commitments (BoP, current US$)\",\"Grants (disbursements) from new commitments in current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BPK.AUD.SUBN\",\"BPK Audit Report on Sub-National Budget\",\"\",\"INDO-DAPOER\",\"BPK - Indonesia Audit Board, Report\"\n\"BX.AG.AGR.TRAC.CD\",\"Agricultural tractors, imports (FAO, current US$)\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year. Data are in US$.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.AGR.TRAC.NO\",\"Agricultural tractors, imports\",\"Agricultural machinery refers to the number of wheel and crawler tractors (excluding garden tractors) in use in agriculture at the end of the calendar year specified or during the first quarter of the following year.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.CREL.CD\",\"Cereal imports (FAO, current US$)\",\"Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.CREL.MT\",\"Cereal imports quantity (FAO, tonnes)\",\"Cereals include wheat, rice, maize, barley, oats, rye, millet, sorghum, buckwheat, and mixed grains. Production data on cereals relate to crops harvested for dry grain only. Cereal crops harvested for hay or harvested green for food, feed, or silage and those used for grazing are excluded. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.FRST.CD\",\"Forest products exports (FAO, current US$)\",\"Forest products exports. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.HZ.PEST.CD\",\"Hazardous pesticides exports (FAO, current US$)\",\"Pesticides refer to insecticides, fungicides, herbicides, disinfectants and any substance or mixture of substances intended for preventing, destroying or controlling any pest, including vectors of human or animal disease, unwanted species of plants or animals causing harm during or otherwise interfering with the production, processing, storage, transport or marketing of food, agricultural commodities, wood and wood products or animal feedstuffs, or substances which may be administered to animals for the control of insects, arachnids or other pests in or on their bodies. The term includes substances intended for use as a plant growth regulator, defoliant, desiccant or agent for thinning fruit or preventing the premature fall of fruit, and substances applied to crops either before or after harvest to protect the commodity from deterioration during storage and transport. Pesticide trade is the value of trade covering insecticides, fungicides, herbicides, disinfectants and others, as described by the Harmonised Coding System (HS) code 3808. Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.AG.PEST.CD\",\"Pesticides exports (FAO, current US$)\",\"Pesticides trade refers to the value of all types of pesticides (put up in forms or packings for retail sale or as preparations or articles), provided to (exports) or received (imported) from the rest of the world. Differences between figures given for total exports and total imports at the world level may be due to several factors, e.g. the time lag between the dispatch of goods from exporting country and their arrival in the importing country; the use of different classification of the same product by different countries; or the fact that some countries supply data on general trade while others give data on special trade. Pesticides refers to insecticides, fungicides, herbicides, disinfectants and any substance intended for preventing, destroying, attracting, repelling, or controlling any pest including unwanted species of plants or animals during the production, storage, transport, distribution, and processing of food, agricultural commodities, or animal feeds of which may be administered to animals for the control of ectoparasites. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.FOD.AGRI.CD\",\"Food exports excluding fish (FAO, current US$)\",\"Food exports an are expressed in current U.S. dollars at free on board (fob) prices. Excludes fish. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.GRT.EXTA.CD.WD\",\"Grants, excluding technical cooperation (BoP, current US$)\",\"Grants are defined as legally binding commitments that obligate a specific value of funds available for disbursement for which there is no repayment requirement. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics, and OECD.\"\n\"BX.GRT.TECH.CD.WD\",\"Technical cooperation grants (BoP, current US$)\",\"Technical cooperation grants include free-standing technical cooperation grants, which are intended to finance the transfer of technical and managerial skills or of technology for the purpose of building up general national capacity without reference to any specific investment projects; and investment-related technical cooperation grants, which are provided to strengthen the capacity to execute specific investment projects. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics, and OECD.\"\n\"BX.GSR.AGRI.CD\",\"Total agricultural exports (FAO, current US$)\",\"Total agricultural imports are expressed in terms of value. They cover all movements into the country of the commodity in question during the reference period. They include commercial trade, food aid granted on specific terms, donated quantities and estimates of unrecorded trade.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"BX.GSR.CCIS.CD\",\"ICT service exports (BoP, current US$)\",\"Information and communication technology service exports include computer and communications services (telecommunications and postal and courier services) and information services (computer data and news-related service transactions). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.CCIS.ZS\",\"ICT service exports (% of service exports, BoP)\",\"Information and communication technology service exports include computer and communications services (telecommunications and postal and courier services) and information services (computer data and news-related service transactions).\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.CMCP.ZS\",\"Communications, computer, etc. (% of service exports, BoP)\",\"Communications, computer, information, and other services cover international telecommunications; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; personal, cultural, and recreational services; manufacturing services on physical inputs owned by others; and maintenance and repair services and government services not included elsewhere.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.FCTY.CD\",\"Primary income receipts (BoP, current US$)\",\"Primary income receipts refer to employee compensation paid to resident workers working abroad and investment income (receipts on direct investment, portfolio investment, other investments, and receipts on reserve assets). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.GNFS.CD\",\"Exports of goods and services (BoP, current US$)\",\"Exports of goods and services comprise all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, net exports of goods under merchanting, nonmonetary gold, and services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.INCL.CD\",\"Exports of goods, services, income and workers' remittances (BoP, current US$)\",\"Exports of goods and services are the total value of goods and services exported as well as income and workers' remittances received. Workers' remittances include compensation of employees. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"BX.GSR.INSF.ZS\",\"Insurance and financial services (% of service exports, BoP)\",\"Insurance and financial services cover various types of insurance provided to nonresidents by resident insurance enterprises and vice versa, and financial intermediary and auxiliary services (except those of insurance enterprises and pension funds) exchanged between residents and nonresidents.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.MRCH.CD\",\"Goods exports (BoP, current US$)\",\"Goods exports refer to all movable goods (including nonmonetary gold and net exports of goods under merchanting) involved in a change of ownership from residents to nonresidents. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.NFSV.CD\",\"Service exports (BoP, current US$)\",\"Services refer to economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.ROYL.CD\",\"Charges for the use of intellectual property, receipts (BoP, current US$)\",\"Charges for the use of intellectual property are payments and receipts between residents and nonresidents for the authorized use of proprietary rights (such as patents, trademarks, copyrights, industrial processes and designs including trade secrets, and franchises) and for the use, through licensing agreements, of produced originals or prototypes (such as copyrights on books and manuscripts, computer software, cinematographic works, and sound recordings) and related rights (such as for live performances and television, cable, or satellite broadcast). Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.TOTL.CD\",\"Exports of goods, services and primary income (BoP, current US$)\",\"Exports of goods, services and primary income is the sum of goods exports, service exports and primary income receipts. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.TRAN.ZS\",\"Transport services (% of service exports, BoP)\",\"Transport covers all transport services (sea, air, land, internal waterway, pipeline, space and electricity transmission) performed by residents of one economy for those of another and involving the carriage of passengers, the movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Also included are postal and courier services. Excluded are freight insurance (included in insurance services); goods procured in ports by nonresident carriers (included in goods); maintenance and repairs on transport equipment (included in maintenance and repair services n.i.e.); and repairs of railway facilities, harbors, and airfield facilities (included in construction).\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.GSR.TRVL.ZS\",\"Travel services (% of service exports, BoP)\",\"Travel covers goods and services acquired from an economy by travelers for their own use during visits of less than one year in that economy for either business or personal purposes. Travel includes local transport (i.e., transport within the economy being visited and provided by a resident of that economy), but excludes international transport (which is included in passenger transport. Travel also excludes goods for resale, which are included in general merchandise.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.KLT.DINV.CD\",\"Foreign direct investment, net inflows in reporting economy (IMF-BoP, current US$)\",\"Foreign direct investment is net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.KLT.DINV.CD.WD\",\"Foreign direct investment, net inflows (BoP, current US$)\",\"Foreign direct investment refers to direct investment equity flows in the reporting economy. It is the sum of equity capital, reinvestment of earnings, and other capital. Direct investment is a category of cross-border investment associated with a resident in one economy having control or a significant degree of influence on the management of an enterprise that is resident in another economy. Ownership of 10 percent or more of the ordinary shares of voting stock is the criterion for determining the existence of a direct investment relationship. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments database, supplemented by data from the United Nations Conference on Trade and Development and official national sources.\"\n\"BX.KLT.DINV.WD.GD.ZS\",\"Foreign direct investment, net inflows (% of GDP)\",\"Foreign direct investment are the net inflows of investment to acquire a lasting management interest (10 percent or more of voting stock) in an enterprise operating in an economy other than that of the investor. It is the sum of equity capital, reinvestment of earnings, other long-term capital, and short-term capital as shown in the balance of payments. This series shows net inflows (new investment inflows less disinvestment) in the reporting economy from foreign investors, and is divided by GDP.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and Balance of Payments databases, World Bank, International Debt Statistics, and World Bank and OECD GDP estimates.\"\n\"BX.KLT.DREM.CD.DT\",\"Primary income on FDI, payments (current US$)\",\"Primary income on foreign direct investment covers payments of direct investment income (debit side), which consist of income on equity (dividends, branch profits, and reinvested earnings) and income on the intercompany debt (interest). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"BX.PEF.TOTL.CD.WD\",\"Portfolio equity, net inflows (BoP, current US$)\",\"Portfolio equity includes net inflows from equity securities other than those recorded as direct investment and including shares, stocks, depository receipts (American or global), and direct purchases of shares in local stock markets by foreign investors. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments database, and World Bank, International Debt Statistics.\"\n\"BX.TRF.CURR.CD\",\"Secondary income receipts (BoP, current US$)\",\"Secondary income refers to transfers recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.TRF.MGR.CD\",\"Migrant remittance inflows (current US$)\",\"Migrants’ remittances are defined as the sum of worker’s remittances,\",\"Africa Development Indicators\",\"World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008.\"\n\"BX.TRF.MGR.DT.GD.ZS\",\"Migrant remittance inflows (% of GDP)\",\"Migrants’ remittances are defined as the sum of worker’s remittances,\",\"Africa Development Indicators\",\"World Bank staff estimates based on the International Monetary Fund's Balance of Payments Statistics Yearbook 2008, and World Bank and OECD GDP estimates.\"\n\"BX.TRF.OFDC.CD\",\"Official current transfers, receipts (BoP, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.TRF.OFFT.CD\",\"Official transfers, current and capital (Credit, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"BX.TRF.PRVT.CD\",\"Private current transfers, receipts (BoP, current US$)\",\"Current transfers are recorded in the balance of payments whenever an economy provides or receives goods, services, income, or financial items without a quid pro quo. All transfers not considered to be capital are current. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.TRF.PWKR.CD\",\"Personal transfers, receipts (BoP, current US$)\",\"Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"BX.TRF.PWKR.CD.DT\",\"Personal remittances, received (current US$)\",\"Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank staff estimates based on IMF balance of payments data.\"\n\"BX.TRF.PWKR.DT.GD.ZS\",\"Personal remittances, received (% of GDP)\",\"Personal remittances comprise personal transfers and compensation of employees. Personal transfers consist of all current transfers in cash or in kind made or received by resident households to or from nonresident households. Personal transfers thus include all current transfers between resident and nonresident individuals. Compensation of employees refers to the income of border, seasonal, and other short-term workers who are employed in an economy where they are not resident and of residents employed by nonresident entities. Data are the sum of two items defined in the sixth edition of the IMF's Balance of Payments Manual: personal transfers and compensation of employees.\\n \",\"World Development Indicators\",\"World Bank staff estimates based on IMF balance of payments data, and World Bank and OECD GDP estimates.\"\n\"BX.TRF.PWKR.GD.ZS\",\"Workers' remittances, receipts (% of GDP)\",\"Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows receipts by the reporting country. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"C1\",\"57.Firm Entry Rate\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"C2\",\"58.Firm Exit Rate\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"C3\",\"59.Firm Survival Rate\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"C4\",\"60.Share of Entrants in TEV (Total Export Value)\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"C5\",\"61.2-year Firm Survival Rate\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"C6\",\"62.3-year Firm Survival Rate\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"CC.EST\",\"Control of Corruption: Estimate\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"\\\"capture\\\"\\\" of the state by elites and private interests. \\nEstimate gives the country's score on the aggregate indicator, in units of a standard normal distribution, i.e. ranging from approximately -2.5 to 2.5.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"CC.NO.SRC\",\"Control of Corruption: Number of Sources\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"capture\\\" of the state by elites and private interests. \",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"CC.PER.RNK\",\"Control of Corruption: Percentile Rank\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"capture\\\" of the state by elites and private interests. \",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"CC.PER.RNK.LOWER\",\"Control of Corruption: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"capture\\\" of the state by elites and private interests. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"CC.PER.RNK.UPPER\",\"Control of Corruption: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"capture\\\" of the state by elites and private interests. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"CC.STD.ERR\",\"Control of Corruption: Standard Error\",\"Control of Corruption captures perceptions of the extent to which public power is exercised for private gain, including both petty and grand forms of corruption, as well as \\\"capture\\\" of the state by elites and private interests. \",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"ccx_agr_pop_eld\",\"Share of employed in agriculture - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_fem\",\"Share of employed in agriculture - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_mal\",\"Share of employed in agriculture - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_rur\",\"Share of employed in agriculture - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_tot\",\"Share of employed in agriculture -total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_urb\",\"Share of employed in agriculture - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_wrk\",\"Share of employed in agriculture - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_agr_pop_you\",\"Share of employed in agriculture - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_chi_pop_fem\",\"Share of children (0-14) in total population - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_chi_pop_mal\",\"Share of children (0-14) in total population - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_chi_pop_rur\",\"Share of children (0-14) in total population - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_chi_pop_tot\",\"Share of children (0-14) in total population \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_chi_pop_urb\",\"Share of children (0-14) in total population - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_cores_pop_fem\",\"Elderly with non-elderly co-residence rate - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_cores_pop_mal\",\"Elderly with non-elderly co-residence rate - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_cores_pop_rur\",\"Elderly with non-elderly co-residence rate - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_cores_pop_tot\",\"Elderly with non-elderly co-residence rate - total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_cores_pop_urb\",\"Elderly with non-elderly co-residence rate - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_dep_pop_fem\",\"Dependency rate - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_dep_pop_mal\",\"Dependency rate - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_dep_pop_rur\",\"Dependency rate - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_dep_pop_tot\",\"Dependency rate - total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_dep_pop_urb\",\"Dependency rate - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_eld_pop_fem\",\"Share of elderly (60+) in total population - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_eld_pop_mal\",\"Share of elderly (60+) in total population - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_eld_pop_rur\",\"Share of elderly (60+) in total population - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_eld_pop_tot\",\"Share of elderly (60+) in total population \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_eld_pop_urb\",\"Share of elderly (60+) in total population - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_eld\",\"Share of employed - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_fem\",\"Share of employed - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_mal\",\"Share of employed - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_rur\",\"Share of employed - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_tot\",\"Share of employed in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_urb\",\"Share of employed - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_wrk\",\"Share of employed - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_empl_pop_you\",\"Share of employed - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_eld\",\"Share of employed workers who are employers - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_fem\",\"Share of employed workers who are employers - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_mal\",\"Share of employed workers who are employers - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_rur\",\"Share of employed workers who are employers - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_tot\",\"Share of employed workers who are employers in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_urb\",\"Share of employed workers who are employers - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_wrk\",\"Share of employed workers who are employers - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_emps_pop_you\",\"Share of employed workers who are employers - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhchi_pop_fem\",\"Share of households with children - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhchi_pop_mal\",\"Share of households with children - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhchi_pop_rur\",\"Share of households with children - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhchi_pop_tot\",\"Share of households with children in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhchi_pop_urb\",\"Share of households with children - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hheld_pop_fem\",\"Share of households with elderly - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hheld_pop_mal\",\"Share of households with elderly - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hheld_pop_rur\",\"Share of households with elderly - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hheld_pop_tot\",\"Share of households with elderly in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hheld_pop_urb\",\"Share of households with elderly - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhwka_pop_fem\",\"Share of households with working age adults - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhwka_pop_mal\",\"Share of households with working age adults - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhwka_pop_rur\",\"Share of households with working age adults - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhwka_pop_tot\",\"Share of households with working age adults in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhwka_pop_urb\",\"Share of households with working age adults - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhyou_pop_fem\",\"Share of households with youth - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhyou_pop_mal\",\"Share of households with youth - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhyou_pop_rur\",\"Share of households with youth - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhyou_pop_tot\",\"Share of households with youth in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_hhyou_pop_urb\",\"Share of households with youth - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_eld\",\"Share of inactive students - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_fem\",\"Share of inactive students - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_mal\",\"Share of inactive students - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_rur\",\"Share of inactive students - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_tot\",\"Share of inactive students in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_urb\",\"Share of inactive students - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_wrk\",\"Share of inactive students - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inact_pop_you\",\"Share of inactive students - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_eld\",\"Share of inactive non-students - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_fem\",\"Share of inactive non-students - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_mal\",\"Share of inactive non-students - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_rur\",\"Share of inactive non-students - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_tot\",\"Share of inactive non-students in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_urb\",\"Share of inactive non-students - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_wrk\",\"Share of inactive non-students - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_inactns_pop_you\",\"Share of inactive non-students - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_eld\",\"Share of employed in industry - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_fem\",\"Share of employed in industry - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_mal\",\"Share of employed in industry - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_rur\",\"Share of employed in industry - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_tot\",\"Share of employed in industry -total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_urb\",\"Share of employed in industry - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_wrk\",\"Share of employed in industry - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_ind_pop_you\",\"Share of employed in industry - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_eld\",\"Labor Force Participation rates - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_fem\",\"Labor Force Participation rates - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_mal\",\"Labor Force Participation rates - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_rur\",\"Labor Force Participation rates - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_tot\",\"Labor Force Participation rates in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_urb\",\"Labor Force Participation rates - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_wrk\",\"Labor Force Participation rates - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_lf_pop_you\",\"Labor Force Participation rates - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povchi_40_fem\",\"Poverty headcount of children (below bottom 40%) - female\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povchi_40_mal\",\"Poverty headcount of children (below bottom 40%) - male\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povchi_40_rur\",\"Poverty headcount of children (below bottom 40%) - rural\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povchi_40_tot\",\"Poverty headcount of children (below bottom 40%)\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povchi_40_urb\",\"Poverty headcount of children (below bottom 40%) - urban\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_poveld_40_fem\",\"Poverty headcount of the elderly (below bottom 40%) - female\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_poveld_40_mal\",\"Poverty headcount of the elderly (below bottom 40%) - male\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_poveld_40_rur\",\"Poverty headcount of the elderly (below bottom 40%) - rural\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_poveld_40_tot\",\"Poverty headcount of the elderly (below bottom 40%)\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_poveld_40_urb\",\"Poverty headcount of the elderly (below bottom 40%) - urban\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povwka_40_fem\",\"Poverty headcount of working age adults (below bottom 40%) - female\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povwka_40_mal\",\"Poverty headcount of working age adults (below bottom 40%) - male\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povwka_40_rur\",\"Poverty headcount of working age adults (below bottom 40%) - rural\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povwka_40_tot\",\"Poverty headcount of working age adults (below bottom 40%)\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povwka_40_urb\",\"Poverty headcount of working age adults (below bottom 40%) - urban\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povyou_40_fem\",\"Poverty headcount of youth (below bottom 40%) - female\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povyou_40_mal\",\"Poverty headcount of youth (below bottom 40%) - male\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povyou_40_rur\",\"Poverty headcount of youth (below bottom 40%) - rural\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povyou_40_tot\",\"Poverty headcount of youth (below bottom 40%)\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_povyou_40_urb\",\"Poverty headcount of youth (below bottom 40%) - urban\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_eld\",\"Share of employed workers who are self-employed - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_fem\",\"Share of employed workers who are self-employed - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_mal\",\"Share of employed workers who are self-employed - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_rur\",\"Share of employed workers who are self-employed - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_tot\",\"Share of employed workers who are self-employed in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_urb\",\"Share of employed workers who are self-employed - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_wrk\",\"Share of employed workers who are self-employed - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_self_pop_you\",\"Share of employed workers who are self-employed - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_eld\",\"Share of employed in services - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_fem\",\"Share of employed in services - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_mal\",\"Share of employed in services - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_rur\",\"Share of employed in services - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_tot\",\"Share of employed in services -total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_urb\",\"Share of employed in services - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_wrk\",\"Share of employed in services - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_serv_pop_you\",\"Share of employed in services - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_eld\",\"Share of unemployed - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_fem\",\"Share of unemployed - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_mal\",\"Share of unemployed - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_rur\",\"Share of unemployed - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_tot\",\"Share of unemployed in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_urb\",\"Share of unemployed - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_wrk\",\"Share of unemployed - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempl_pop_you\",\"Share of unemployed - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_eld\",\"Unemployment rate - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_fem\",\"Unemployment rate - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_mal\",\"Unemployment rate - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_rur\",\"Unemployment rate - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_tot\",\"Unemployment rate in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_urb\",\"Unemployment rate - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_wrk\",\"Unemployment rate - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unempr_pop_you\",\"Unemployment rate - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_eld\",\"Share of employed workers who are unpaid - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_fem\",\"Share of employed workers who are unpaid - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_mal\",\"Share of employed workers who are unpaid - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_rur\",\"Share of employed workers who are unpaid - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_tot\",\"Share of employed workers who are unpaid in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_urb\",\"Share of employed workers who are unpaid - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_wrk\",\"Share of employed workers who are unpaid - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_unpaid_pop_you\",\"Share of employed workers who are unpaid - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_eld\",\"Share of employed workers who are wage employees - elderly\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_fem\",\"Share of employed workers who are wage employees - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_mal\",\"Share of employed workers who are wage employees - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_rur\",\"Share of employed workers who are wage employees - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_tot\",\"Share of employed workers who are wage employees in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_urb\",\"Share of employed workers who are wage employees - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_wrk\",\"Share of employed workers who are wage employees - working age\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wage_pop_you\",\"Share of employed workers who are wage employees - youth\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wka_pop_fem\",\"Share of working age (25-59) in total population - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wka_pop_mal\",\"Share of working age (25-59) in total population - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wka_pop_rur\",\"Share of working age (25-59) in total population - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wka_pop_tot\",\"Share of working age (25-59) in total population \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_wka_pop_urb\",\"Share of working age (25-59) in total population - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_yaurr_pop_fem\",\"Youth to adult unemployment rate - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_yaurr_pop_mal\",\"Youth to adult unemployment rate - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_yaurr_pop_rur\",\"Youth to adult unemployment rate - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_yaurr_pop_tot\",\"Youth to adult unemployment rate in total population\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_yaurr_pop_urb\",\"Youth to adult unemployment rate - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_you_pop_fem\",\"Share of youth (15-24) in total population - female\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_you_pop_mal\",\"Share of youth (15-24) in total population - male\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_you_pop_rur\",\"Share of youth (15-24) in total population - rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_you_pop_tot\",\"Share of youth (15-24) in total population \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"ccx_you_pop_urb\",\"Share of youth (15-24) in total population - urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"CHICKEN\",\"Meat, chicken, cents/kg, current$\",\"Meat, sheep (New Zealand), frozen whole carcasses Prime Medium (PM) wholesale, Smithfield, London beginning January 2006; previously Prime Light (PL)\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agriculture; Bloomberg; World Bank.\"\n\"CM.MKT.INDX.ZG\",\"S&P Global Equity Indices (annual % change)\",\"S&P Global Equity Indices measure the U.S. dollar price change in the stock markets covered by the S&P/IFCI and S&P/Frontier BMI country indices.\",\"World Development Indicators\",\"Standard & Poor's, Global Stock Markets Factbook and supplemental S&P data.\"\n\"CM.MKT.LCAP.CD\",\"Market capitalization of listed domestic companies (current US$)\",\"Market capitalization (also known as market value) is the share price times the number of shares outstanding (including their several classes) for listed domestic companies. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies are excluded. Data are end of year values converted to U.S. dollars using corresponding year-end foreign exchange rates.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"CM.MKT.LCAP.GD.ZS\",\"Market capitalization of listed domestic companies (% of GDP)\",\"Market capitalization (also known as market value) is the share price times the number of shares outstanding (including their several classes) for listed domestic companies. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies are excluded. Data are end of year values.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"CM.MKT.LDOM.NO\",\"Listed domestic companies, total\",\"Listed domestic companies, including foreign companies which are exclusively listed, are those which have shares listed on an exchange at the end of the year. Investment funds, unit trusts, and companies whose only business goal is to hold shares of other listed companies, such as holding companies and investment companies, regardless of their legal status, are excluded. A company with several classes of shares is counted once. Only companies admitted to listing on the exchange are included.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"CM.MKT.TRAD.CD\",\"Stocks traded, total value (current US$)\",\"The value of shares traded is the total number of shares traded, both domestic and foreign, multiplied by their respective matching prices. Figures are single counted (only one side of the transaction is considered). Companies admitted to listing and admitted to trading are included in the data. Data are end of year values converted to U.S. dollars using corresponding year-end foreign exchange rates.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"CM.MKT.TRAD.GD.ZS\",\"Stocks traded, total value (% of GDP)\",\"The value of shares traded is the total number of shares traded, both domestic and foreign, multiplied by their respective matching prices. Figures are single counted (only one side of the transaction is considered). Companies admitted to listing and admitted to trading are included in the data. Data are end of year values.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"CM.MKT.TRNR\",\"Stocks traded, turnover ratio of domestic shares (%)\",\"Turnover ratio is the value of domestic shares traded divided by their market capitalization. The value is annualized by multiplying the monthly average by 12.\",\"World Development Indicators\",\"World Federation of Exchanges database.\"\n\"COAL_AUS\",\"Coal, Australia, $/mt, current$\",\"Coal (Australia), thermal, f.o.b. piers, Newcastle/Port Kembla, 6,300 kcal/kg (11,340 btu/lb), less than 0.8%, sulfur 13% ash beginning January 2002; previously 6,667 kcal/kg (12,000 btu/lb), less than 1.0% sulfur, 14% ash\",\"Global Economic Monitor (GEM) Commodities\",\"Coal Week International; Coal Week; World Bank.\"\n\"COAL_COL\",\"Coal, Colombian, $/mt, nominal$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"COAL_SAFRICA\",\"Coal, South African, $/mt, nominal$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"COCOA\",\"Cocoa, cents/kg, current$\",\"Cocoa (ICCO), International Cocoa Organization daily price, average of the first three positions on the terminal markets of New York and London, nearest three future trading months.\",\"Global Economic Monitor (GEM) Commodities\",\"International Cocoa Organization Secretariat; World Bank.\"\n\"COCONUT_OIL\",\"Coconut oil, $/mt, current$\",\"Coconut oil (Philippines/Indonesia), bulk, c.i.f. Rotterdam\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"COFFEE_ARABIC\",\"Coffee, Arabica, cents/kg, current$\",\"Coffee (ICO), International Coffee Organization indicator price, other mild Arabicas, average New York and Bremen/Hamburg markets, ex-dock\",\"Global Economic Monitor (GEM) Commodities\",\"International Coffee Organization; Thomson Reuters Datastream; Complete Coffee Coverage; World Bank.\"\n\"COFFEE_ROBUS\",\"Coffee, Robusta, cents/kg, current$\",\"Coffee (ICO), International Coffee Organization indicator price, Robustas, average New York and Le Havre/Marseilles markets, ex-dock\",\"Global Economic Monitor (GEM) Commodities\",\"International Coffee Organization; Thomson Reuters Datastream; World Bank.\"\n\"COPPER\",\"Copper, $/mt, current$\",\"Copper (LME), grade A, minimum 99.9935% purity, cathodes and wire bar shapes, settlement price\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Engineering and Mining Journal; Thomson Reuters Datastream; World Bank.\"\n\"COPRA\",\"Copra, $/mt, current$\",\"Copra (Philippines/Indonesia), bulk, c.i.f. N.W. Europe\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"COTTON_A_INDX\",\"Cotton, A Index, cents/kg, current$\",\"Cotton (Cotton Outlook \\\"CotlookA index\\\"), middling 1-3/32 inch, traded in Far East, C/F beginning 2006; previously Northern Europe, c.i.f.\",\"Global Economic Monitor (GEM) Commodities\",\"Cotton Outlook; International Cotton Advisory Committee; Liverpool Cotton Services Ltd.; World Bank.\"\n\"CPTOTNSXN\",\"CPI Price, nominal\",\"The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is not seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"CPTOTNSXNZGY\",\"CPI Price, % y-o-y, nominal\",\"The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is in nominal percentage terms, measured on a year-on-year basis, and not seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"CPTOTSAXMZGY\",\"CPI Price, % y-o-y, median weighted, seas. adj.\",\"Median inflation rate calculated for geographical aggregates (regions, world, etc) of the annual percent change of the CPI. Data is seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"CPTOTSAXN\",\"CPI Price, nominal, seas. adj.\",\"The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is in nominal terms and seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"CPTOTSAXNZGY\",\"CPI Price, % y-o-y, nominal, seas. adj.\",\"The consumer price index reflects the change in prices for the average consumer of a constant basket of consumer goods. Data is in nominal percentage terms, measured on a year-on-year basis, and seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"CRUDE_BRENT\",\"Crude oil, Brendt, $/bbl, current$\",\"Crude oil, U.K. Brent 38` API, f.o.b. U.K ports, spot price\",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg; World Bank.\"\n\"CRUDE_DUBAI\",\"Crude oil, Dubai, $/bbl, current$\",\"Crude oil, Dubai Fateh 32` API, f.o.b. Dubai, spot price\",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg; World Bank.\"\n\"CRUDE_PETRO\",\"Crude oil, avg, spot, $/bbl, current$\",\"Crude oil, average spot price of Brent, Dubai and West Texas Intermediate, equally weighed\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"CRUDE_WTI\",\"Crude oil, WTI, $/bbl, current$\",\"Crude oil, West Texas Intermediate (WTI) 40` API, f.o.b. Midland Texas, spot price\",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg; World Bank.\"\n\"D1i\",\"63.Product Entry Rate of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D1ii\",\"64.Product Entry Rate of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D1iii\",\"65.Product Entry Rate of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D2i\",\"66.Product Entry Rate of Survivors: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D2ii\",\"67.Product Entry Rate of Survivors: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D2iii\",\"68.Product Entry Rate of Survivors: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D3i\",\"69.Share of New Products in TEV of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D3ii\",\"70.Share of New Products in TEV of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D3iii\",\"71.Share of New Products in TEV of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D4i\",\"72.Share of New Products in TEV of Survivors: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D4ii\",\"73.Share of New Products in TEV of Survivors: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D4iii\",\"74.Share of New Products in TEV of Survivors: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D5i\",\"75.Product Exit Rate of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D5ii\",\"76.Product Exit Rate of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D5iii\",\"77.Product Exit Rate of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D6i\",\"78.Product Survival Rate of 2-year Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D6ii\",\"79.Product Survival Rate of 2-year Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"D6iii\",\"80.Product Survival Rate of 2-year Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"DAK.AGR.CR\",\"Total Specific Allocation Grant for Agriculture (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.EDU.CR\",\"Total Specific Allocation Grant for Education (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.ENVR.CR\",\"Total Specific Allocation Grant for Environment (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.FRST.CR\",\"Total Specific Allocation Grant for Forestry (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.FSH.CR\",\"Total Specific Allocation Grant for Fishery (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.GOVT.CR\",\"Total Specific Allocation Grant for Government Sector (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.HE.BSRV.CR\",\"Total Specific Allocation Grant for Health Sector (Subsect: Basic Services) (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.HE.CR\",\"Total Specific Allocation Grant for Health (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.HE.RSRV.CR\",\"Total Specific Allocation Grant for Health Sector (Subsect: Recommended Services) (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.INFR.CR\",\"Total Specific Allocation Grant for Infrastructure (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.INFR.H2O.CR\",\"Total Specific Allocation Grant for Infrastructure Sector (Subsect: Water) (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.INFR.IRIG.CR\",\"Total Specific Allocation Grant for Infrastructure Sector (Subsect: Irrigation) (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.INFR.ROD.CR\",\"Total Specific Allocation Grant for Infrastructure Sector (Subsect: Road) (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.POP.CR\",\"Total Specific Allocation Grant for Demographic (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.TRAD.CR\",\"Total Specific Allocation Grant for Trade (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAK.VILG.CR\",\"Total Specific Allocation Grant for Village (in IDR Billion)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Ministry of Finance Regulation\"\n\"DAP\",\"DAP, $/mt, current$\",\"DAP (diammonium phosphate), standard size, bulk, spot, f.o.b. US Gulf\",\"Global Economic Monitor (GEM) Commodities\",\"Fertilizer Week; Fertilizer International; World Bank.\"\n\"db_approve_1_dismiss\",\"Third-party approval if 1 worker is dismissed?\",\"Is third-party approval required if 1 worker is dismissed? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_approvie_9_dismiss\",\"Third-party approval if 9 workers are dismissed?\",\"Is third-party approval required if 9 workers are dismissed? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"DB_ft_prohib_perm\",\"Fixed-term contracts prohibited for permanent tasks?\",\"Are fixed-term contracts prohibited for permanent tasks (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_max_hr_day\",\"Maximum working days per week\",\"Maximum working days per week\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"DB_mw_19apprentice\",\"Minimum wage for a 19-year old worker or an apprentice (US$/month)\",\"Minimum wage for a 19-year old worker or an apprentice (US$/month)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_mw_val\",\"Ratio of minimum wage to value added per worker\",\"Ratio of minimum wage to value added per worker.\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_notice_20yr\",\"Notice period for redundancy dismissal (for a worker with 20 years of tenure, in salary weeks)\",\"Notice period for redundancy dismissal (for a worker with 20 years of tenure, in salary weeks)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_notice_5yr\",\"Notice period for redundancy dismissal (for a worker with 5 years of tenure, in salary weeks)\",\"Notice period for redundancy dismissal (for a worker with 5 years of tenure, in salary weeks)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_notify_1_dismiss\",\"Third-party notification if 1 worker is dismissed?\",\"Is third-party notification required if 1 worker is dismissed? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_notify_9_dismiss\",\"Third-party notification if 9 workers are dismissed?\",\"Is third-party notification required if 9 workers are dismissed? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_paid_vacation_20yr\",\"Paid annual leave for a worker with 20 years of tenure (in working days)\",\"Paid annual leave for a worker with 20 years of tenure (in working days)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_paid_vacation_5yr\",\"Paid annual leave for a worker with 5 years of tenure (in working days)\",\"Paid annual leave for a worker with 5 years of tenure (in working days)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_prem_night_wk\",\"Premium for night work (% of hourly pay) in case of continuous operations\",\"Is there a required premium for night work (% of hourly pay) in case of continuous operations? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_prem_wkend\",\"Premium for work on weekly rest day (% of hourly pay) in case of continuous operations\",\"Is there a required premium for work on weekly rest day (% of hourly pay) in case of continuous operations? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_priority_redundancies\",\"Priority rules for redundancies?\",\"Are there priority rules for redundancies? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_retrain_before_fire\",\"Retraining or reassignment obligation before redundancy?\",\"Is retraining or reassignment obligation before redundancy? (Yes=1; No=0)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_sev_pau_20yr\",\"Weeks of severance pay for redundancy of experienced workers\",\"Severance pay for redundancy dismissal (for a worker with 20 years of tenure, in salary weeks)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"db_sev_pay_5yr\",\"Severance pay for redundancy dismissal (for a worker with 5 years of tenure, in salary weeks)\",\"Severance pay for redundancy dismissal (for a worker with 5 years of tenure, in salary weeks)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"DC.DAC.AUSL.CD\",\"Net bilateral aid flows from DAC donors, Australia (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.AUTL.CD\",\"Net bilateral aid flows from DAC donors, Austria (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.BELL.CD\",\"Net bilateral aid flows from DAC donors, Belgium (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.CANL.CD\",\"Net bilateral aid flows from DAC donors, Canada (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.CECL.CD\",\"Net bilateral aid flows from DAC donors, European Union institutions (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.CHEL.CD\",\"Net bilateral aid flows from DAC donors, Switzerland (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.CZEL.CD\",\"Net bilateral aid flows from DAC donors, Czech Republic (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation \"\n\"DC.DAC.DEUL.CD\",\"Net bilateral aid flows from DAC donors, Germany (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.DNKL.CD\",\"Net bilateral aid flows from DAC donors, Denmark (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.ESPL.CD\",\"Net bilateral aid flows from DAC donors, Spain (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.FINL.CD\",\"Net bilateral aid flows from DAC donors, Finland (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.FRAL.CD\",\"Net bilateral aid flows from DAC donors, France (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.GBRL.CD\",\"Net bilateral aid flows from DAC donors, United Kingdom (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.GRCL.CD\",\"Net bilateral aid flows from DAC donors, Greece (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.IRLL.CD\",\"Net bilateral aid flows from DAC donors, Ireland (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.ISLL.CD\",\"Net bilateral aid flows from DAC donors, Iceland (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.ITAL.CD\",\"Net bilateral aid flows from DAC donors, Italy (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.JPNL.CD\",\"Net bilateral aid flows from DAC donors, Japan (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.KORL.CD\",\"Net bilateral aid flows from DAC donors, Korea, Rep. (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.LUXL.CD\",\"Net bilateral aid flows from DAC donors, Luxembourg (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.NLDL.CD\",\"Net bilateral aid flows from DAC donors, Netherlands (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.NORL.CD\",\"Net bilateral aid flows from DAC donors, Norway (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.NZLL.CD\",\"Net bilateral aid flows from DAC donors, New Zealand (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.POLL.CD\",\"Net bilateral aid flows from DAC donors, Poland (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.PRTL.CD\",\"Net bilateral aid flows from DAC donors, Portugal (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.SVKL.CD\",\"Net bilateral aid flows from DAC donors, Slovak Republic (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.SVNL.CD\",\"Net bilateral aid flows from DAC donors, Slovenia (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.SWEL.CD\",\"Net bilateral aid flows from DAC donors, Sweden (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.TOTL.CD\",\"Net bilateral aid flows from DAC donors, Total (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.DAC.USAL.CD\",\"Net bilateral aid flows from DAC donors, United States (current US$)\",\"Net bilateral aid flows from DAC donors are the net disbursements of official development assistance (ODA) or official aid from the members of the Development Assistance Committee (DAC). Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. DAC members are Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Republic of Korea, Luxembourg, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom, United States, and European Union Institutions. Regional aggregates include data for economies not specified elsewhere. World and income group totals include aid not allocated by country or region. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.SOCL.ZS\",\"Bilateral, sector-allocable ODA to basic social services (% of bilateral ODA commitments)\",\"Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Total sector-allocable aid is the sum of aid that can be assigned to specific sectors or multisector activities. Basic social services consists of, primary education, basic life skills for youth and adults and early childhood education, basic health care, basic health infrastructure, basic nutrition, infectious disease control, health education and health personnel development, population policy and administrative management, reproductive health care, family planning, sexually transmitted disease (STD) control including HIV/AIDS, personnel development (population & reproductive health), basic drinking water supply and basic sanitation, and multi-sector aid for basic social services.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.TLDC.CD\",\"Net ODA provided, to the least developed countries (current US$)\",\"Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.TLDC.GN.ZS\",\"Net ODA provided to the least developed countries (% of GNI)\",\"Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Series is shown as a share of donors' GNI.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.TOTL.CD\",\"Net ODA provided, total (current US$)\",\"Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.TOTL.GN.ZS\",\"Net ODA provided, total (% of GNI)\",\"Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. It is shown as a share of donors' GNI.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.TOTL.KD\",\"Net ODA provided, total (constant 2013 US$)\",\"Net Official development assistance (ODA) comprises grants or loans to developing countries and territories on the OECD/DAC list of aid recipients that are undertaken by the official sector with promotion of economic development and welfare as the main objective and at concessional financial terms. Data are in constant 2009 U.S. dollars.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DC.ODA.UNTD.ZS\",\"Bilateral ODA commitments that is untied (% of bilateral ODA commitments)\",\"Bilateral official development assistance (ODA) commitments are firm obligations, expressed in writing and backed by the necessary funds, undertaken by official bilateral donors to provide specified assistance to a recipient country or a multilateral organization. Bilateral commitments are recorded in the full amount of expected transfer, irrespective of the time required for completing disbursements. Untied bilateral official development assistance is assistance from country to country for which the associated goods and services may be fully and freely procured in substantially all countries.\",\"Millennium Development Goals\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DMGSRMRCHNSCD\",\"Imports Merchandise, Customs, current US$, millions\",\"Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in current US$ millions, not seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DMGSRMRCHNSKD\",\"Imports Merchandise, Customs, constant US$, millions\",\"Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, not seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DMGSRMRCHNSXD\",\"Imports Merchandise, Customs, Price, US$\",\"The price index of Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, not seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DMGSRMRCHSACD\",\"Imports Merchandise, Customs, current US$, millions, seas. adj.\",\"Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in current US$ millions, seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DMGSRMRCHSAKD\",\"Imports Merchandise, Customs, constant US$, millions, seas. adj.\",\"Merchandise (goods) exports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DMGSRMRCHSAXD\",\"Imports Merchandise, Customs, Price, US$, seas. adj.\",\"The price index of Merchandise (goods) imports, cost, insurance and freight basis (c.i.f.), in constant US$ millions, seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DP.DOD.DECD.CR.BC\",\"316.Gross Budg. Central Govt. Public Sector Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.BC.CD\",\"092.Gross Budg. Central Govt. Public Sector Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECD.CR.BC.Z1\",\"540.Gross Budg. Central Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.CG\",\"284.Central Govt. Public Sector Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.CG.CD\",\"060.Central Govt. Public Sector Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECD.CR.CG.Z1\",\"508.Central Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.FC\",\"380.Gross Financial Public Corporations Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.FC.CD\",\"156.Gross Financial Public Corporations Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECD.CR.FC.Z1\",\"604.Gross Financial Public Corporations Debt, Domestic creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.GG\",\"252.General Govt. Public Sector Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.GG.CD\",\"028.General Govt. Public Sector Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECD.CR.GG.Z1\",\"476.General Govt. Public Sector Debt, Domestic creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.NF\",\"348.Gross Nonfinancial Public Corporations Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.NF.CD\",\"124.Gross Nonfinancial Public Corporations Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECD.CR.NF.Z1\",\"572.Gross Nonfinancial Public Corporations Debt, Domestic creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.PS\",\"412.Gross Public Sector Debt, Domestic creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECD.CR.PS.CD\",\"188.Gross Public Sector Debt, Domestic creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.BC\",\"319.Gross Budg. Central Govt. Public Sector Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.BC.CD\",\"095.Gross Budg. Central Govt. Public Sector Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.BC.Z1\",\"543.Gross Budg. Central Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.CG\",\"287.Central Govt. Public Sector Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.CG.CD\",\"063.Central Govt. Public Sector Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.CG.Z1\",\"511.Central Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.FC\",\"383.Gross Financial Public Corporations Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.FC.CD\",\"159.Gross Financial Public Corporations Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.FC.Z1\",\"607.Gross Financial Public Corporations Debt, Foreign currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.GG\",\"255.General Govt. Public Sector Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.GG.CD\",\"031.General Govt. Public Sector Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.GG.Z1\",\"479.General Govt. Public Sector Debt, Foreign currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.NF\",\"351.Gross Nonfinancial Public Corporations Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.NF.CD\",\"127.Gross Nonfinancial Public Corporations Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECF.CR.NF.Z1\",\"575.Gross Nonfinancial Public Corporations Debt, Foreign currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.PS\",\"415.Gross Public Sector Debt, Foreign currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECF.CR.PS.CD\",\"191.Gross Public Sector Debt, Foreign currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.BC\",\"318.Gross Budg. Central Govt. Public Sector Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.BC.CD\",\"094.Gross Budg. Central Govt. Public Sector Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.BC.Z1\",\"542.Gross Budg. Central Govt. Public Sector Debt, Domestic currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.CG\",\"286.Central Govt. Public Sector Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.CG.CD\",\"062.Central Govt. Public Sector Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.CG.Z1\",\"510.Central Govt. Public Sector Debt, Domestic currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.FC\",\"382.Gross Financial Public Corporations Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.FC.CD\",\"158.Gross Financial Public Corporations Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.FC.Z1\",\"606.Gross Financial Public Corporations Debt, Domestic currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.GG\",\"254.General Govt. Public Sector Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.GG.CD\",\"030.General Govt. Public Sector Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.GG.Z1\",\"478.General Govt. Public Sector Debt, Domestic currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.NF\",\"350.Gross Nonfinancial Public Corporations Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.NF.CD\",\"126.Gross Nonfinancial Public Corporations Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECN.CR.NF.Z1\",\"574.Gross Nonfinancial Public Corporations Debt, Domestic currency(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.PS\",\"414.Gross Public Sector Debt, Domestic currency\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECN.CR.PS.CD\",\"190.Gross Public Sector Debt, Domestic currency US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.BC\",\"289.Gross Budgetary Central Government Debt (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.BC.CD\",\"065.Gross Budgetary Central Government Debt (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.BC.Z1\",\"513.Gross Budgetary Central Government Debt (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.CG\",\"257.Gross Central Government Debt (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.CG.CD\",\"033.Gross Central Government Debt (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.CG.Z1\",\"481.Gross Central Government Debt (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.FC\",\"353.Gross Financial Public Corporations Debt (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.FC.CD\",\"129.Gross Financial Public Corporations Debt (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.FC.Z1\",\"577.Gross Financial Public Corporations Debt (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.GG\",\"225.General Govt. Public Sector Debt (PSDGG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.GG.CD\",\"001.General Govt. Public Sector Debt (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.GG.Z1\",\"449.General Govt. Public Sector Debt (PSDGG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.NF\",\"321.Gross Nonfinancial Public Corporations Debt (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.NF.CD\",\"097.Gross Nonfinancial Public Corporations Debt (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECT.CR.NF.Z1\",\"545.Gross Nonfinancial Public Corporations Debt (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.PS\",\"385.Gross Public Sector Debt (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECT.CR.PS.CD\",\"161.Gross Public Sector Debt (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.BC\",\"317.Gross Budg. Central Govt. Public Sector Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.BC.CD\",\"093.Gross Budg. Central Govt. Public Sector Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.BC.Z1\",\"541.Gross Budg. Central Govt. Public Sector Debt, External creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.CG\",\"285.Central Govt. Public Sector Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.CG.CD\",\"061.Central Govt. Public Sector Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.CG.Z1\",\"509.Central Govt. Public Sector Debt, External creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.FC\",\"381.Gross Financial Public Corporations Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.FC.CD\",\"157.Gross Financial Public Corporations Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.FC.Z1\",\"605.Gross Financial Public Corporations Debt, External creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.GG\",\"253.General Govt. Public Sector Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.GG.CD\",\"029.General Govt. Public Sector Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.GG.Z1\",\"477.General Govt. Public Sector Debt, External creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.NF\",\"349.Gross Nonfinancial Public Corporations Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.NF.CD\",\"125.Gross Nonfinancial Public Corporations Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DECX.CR.NF.Z1\",\"573.Gross Nonfinancial Public Corporations Debt, External creditors(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.PS\",\"413.Gross Public Sector Debt, External creditors\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DECX.CR.PS.CD\",\"189.Gross Public Sector Debt, External creditors US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.BC\",\"311.Currency and deposits (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.BC.CD\",\"087.Currency and deposits (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.BC.Z1\",\"535.Currency and deposits (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.CG\",\"279.Currency and deposits (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.CG.CD\",\"055.Currency and deposits (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.CG.Z1\",\"503.Currency and deposits (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.FC\",\"375.Currency and deposits (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.FC.CD\",\"151.Currency and deposits (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.FC.Z1\",\"599.Currency and deposits (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.GG\",\"247.Currency and deposits (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.GG.CD\",\"023.Currency and deposits (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.GG.Z1\",\"471.Currency and deposits (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.BC\",\"298.Currency and deposits (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.BC.CD\",\"074.Currency and deposits (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.L1.BC.Z1\",\"522.Currency and deposits (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.CG\",\"266.Currency and deposits (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.CG.CD\",\"042.Currency and deposits (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.L1.CG.Z1\",\"490.Currency and deposits (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.FC\",\"362.Currency and deposits (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.FC.CD\",\"138.Currency and deposits (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.L1.FC.Z1\",\"586.Currency and deposits (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.GG\",\"234.Currency and deposits (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.GG.CD\",\"010.Currency and deposits (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.L1.GG.Z1\",\"458.Currency and deposits (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.NF\",\"330.Currency and deposits (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.NF.CD\",\"106.Currency and deposits (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.L1.NF.Z1\",\"554.Currency and deposits (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.PS\",\"394.Currency and deposits (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.L1.PS.CD\",\"170.Currency and deposits (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.BC\",\"305.Currency and deposits (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.BC.CD\",\"081.Currency and deposits (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.BC.Z1\",\"529.Currency and deposits (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.CG\",\"273.Currency and deposits (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.CG.CD\",\"049.Currency and deposits (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.CG.Z1\",\"497.Currency and deposits (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.FC\",\"369.Currency and deposits (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.FC.CD\",\"145.Currency and deposits (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.FC.Z1\",\"593.Currency and deposits (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.GG\",\"241.Currency and deposits (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.GG.CD\",\"017.Currency and deposits (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.GG.Z1\",\"465.Currency and deposits (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.NF\",\"337.Currency and deposits (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.NF.CD\",\"113.Currency and deposits (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.M1.NF.Z1\",\"561.Currency and deposits (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.PS\",\"401.Currency and deposits (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.M1.PS.CD\",\"177.Currency and deposits (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.NF\",\"343.Currency and deposits (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.NF.CD\",\"119.Currency and deposits (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLCD.CR.NF.Z1\",\"567.Currency and deposits (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.PS\",\"407.Currency and deposits (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLCD.CR.PS.CD\",\"183.Currency and deposits (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.BC\",\"312.Debt securities (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.BC.CD\",\"088.Debt securities (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.BC.Z1\",\"536.Debt securities (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.CG\",\"280.Debt securities (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.CG.CD\",\"056.Debt securities (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.CG.Z1\",\"504.Debt securities (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.FC\",\"376.Debt securities (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.FC.CD\",\"152.Debt securities (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.FC.Z1\",\"600.Debt securities (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.GG\",\"248.Debt securities (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.GG.CD\",\"024.Debt securities (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.GG.Z1\",\"472.Debt securities (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.BC\",\"299.Debt securities (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.BC.CD\",\"075.Debt securities (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.L1.BC.Z1\",\"523.Debt securities (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.CG\",\"267.Debt securities (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.CG.CD\",\"043.Debt securities (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.L1.CG.Z1\",\"491.Debt securities (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.FC\",\"363.Debt securities (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.FC.CD\",\"139.Debt securities (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.L1.FC.Z1\",\"587.Debt securities (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.GG\",\"235.Debt securities (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.GG.CD\",\"011.Debt securities (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.L1.GG.Z1\",\"459.Debt securities (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.NF\",\"331.Debt securities (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.NF.CD\",\"107.Debt securities (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.L1.NF.Z1\",\"555.Debt securities (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.PS\",\"395.Debt securities (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.L1.PS.CD\",\"171.Debt securities (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.BC\",\"306.Debt securities (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.BC.CD\",\"082.Debt securities (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.BC.Z1\",\"530.Debt securities (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.CG\",\"274.Debt securities (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.CG.CD\",\"050.Debt securities (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.CG.Z1\",\"498.Debt securities (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.FC\",\"370.Debt securities (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.FC.CD\",\"146.Debt securities (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.FC.Z1\",\"594.Debt securities (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.GG\",\"242.Debt securities (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.GG.CD\",\"018.Debt securities (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.GG.Z1\",\"466.Debt securities (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.NF\",\"338.Debt securities (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.NF.CD\",\"114.Debt securities (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.M1.NF.Z1\",\"562.Debt securities (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.PS\",\"402.Debt securities (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.M1.PS.CD\",\"178.Debt securities (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.BC\",\"320.Gross Budg. Central Govt. Public Sector Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.BC.CD\",\"096.Gross Budg. Central Govt. Public Sector Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.BC.Z1\",\"544.Gross Budg. Central Govt. Public Sector Debt securities at market value(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.CG\",\"288.Central Govt. Public Sector Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.CG.CD\",\"064.Central Govt. Public Sector Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.CG.Z1\",\"512.Central Govt. Public Sector Debt securities at market value(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.FC\",\"384.Gross Financial Public Corporations Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.FC.CD\",\"160.Gross Financial Public Corporations Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.GG\",\"256.General Govt. Public Sector Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.GG.CD\",\"032.General Govt. Public Sector Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.GG.Z1\",\"480.General Govt. Public Sector Debt securities at market value(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.NF\",\"352.Gross Nonfinancial Public Corporations Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.NF.CD\",\"128.Gross Nonfinancial Public Corporations Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.MV.NF.Z1\",\"576.Gross Nonfinancial Public Corporations Debt securities at market value(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.PS\",\"416.Gross Public Sector Debt securities at market value\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.MV.PS.CD\",\"192.Gross Public Sector Debt Securities at market value US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.NF\",\"344.Debt securities (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.NF.CD\",\"120.Debt securities (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLDS.CR.NF.Z1\",\"568.Debt securities (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.PS\",\"408.Debt securities (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLDS.CR.PS.CD\",\"184.Debt securities (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.BC\",\"314.Insurance, pensions, and standardized guarantee schemes (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.BC.CD\",\"090.Insurance, pensions, and standardized guarantee schemes (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.BC.Z1\",\"538.Insurance, pensions, and standardized guarantee schemes (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.CG\",\"282.Insurance, pensions, and standardized guarantee schemes (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.CG.CD\",\"058.Insurance, pensions, and standardized guarantee schemes (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.CG.Z1\",\"506.Insurance, pensions, and standardized guarantee schemes (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.FC\",\"378.Insurance, pensions, and standardized guarantee schemes (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.FC.CD\",\"154.Insurance, pensions, and standardized guarantee schemes (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.FC.Z1\",\"602.Insurance, pensions, and standardized guarantee schemes (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.GG\",\"250.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.GG.CD\",\"026.Insurance, pensions, and standardized guarantee schemes (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.GG.Z1\",\"474.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.BC\",\"301.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.BC.CD\",\"077.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.L1.BC.Z1\",\"525.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.CG\",\"269.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.CG.CD\",\"045.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.L1.CG.Z1\",\"493.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.FC\",\"365.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.FC.CD\",\"141.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.L1.FC.Z1\",\"589.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.GG\",\"237.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.GG.CD\",\"013.Insurance, pensions, and standardized guarantee schemes (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.L1.GG.Z1\",\"461.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.NF\",\"333.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.NF.CD\",\"109.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.L1.NF.Z1\",\"557.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.PS\",\"397.Insurance, pensions, and standardized guarantee schemes (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.L1.PS.CD\",\"173.Insurance, pensions, and standardized guarantee schemes (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.BC\",\"308.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.BC.CD\",\"084.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.BC.Z1\",\"532.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.CG\",\"276.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.CG.CD\",\"052.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.CG.Z1\",\"500.Insurance, pensions, and standardized guarantee schemes (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.FC\",\"372.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.FC.CD\",\"148.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.FC.Z1\",\"596.Insurance, pensions, and standardized guarantee schemes (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.GG\",\"244.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.GG.CD\",\"020.Insurance, pensions, and standardized guarantee schemes (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.GG.Z1\",\"468.Insurance, pensions, and stnd. guarantee schemes (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.NF\",\"340.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.NF.CD\",\"116.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.M1.NF.Z1\",\"564.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.PS\",\"404.Insurance, pensions, and standardized guarantee schemes (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.M1.PS.CD\",\"180.Insurance, pensions, and standardized guarantee schemes (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.NF\",\"346.Insurance, pensions, and standardized guarantee schemes (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.NF.CD\",\"122.Insurance, pensions, and standardized guarantee schemes (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLIN.CR.NF.Z1\",\"570.Insurance, pensions, and standardized guarantee schemes (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.PS\",\"410.Insurance, pensions, and standardized guarantee schemes (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLIN.CR.PS.CD\",\"186.Insurance, pensions, and standardized guarantee schemes (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.BC\",\"313.Loans (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.BC.CD\",\"089.Loans (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.BC.Z1\",\"537.Loans (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.CG\",\"281.Loans (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.CG.CD\",\"057.Loans (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.CG.Z1\",\"505.Loans (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.FC\",\"377.Loans (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.FC.CD\",\"153.Loans (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.FC.Z1\",\"601.Loans (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.GG\",\"249.Loans (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.GG.CD\",\"025.Loans (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.GG.Z1\",\"473.Loans (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.BC\",\"300.Loans (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.BC.CD\",\"076.Loans (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.L1.BC.Z1\",\"524.Loans (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.CG\",\"268.Loans (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.CG.CD\",\"044.Loans (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.L1.CG.Z1\",\"492.Loans (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.FC\",\"364.Loans (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.FC.CD\",\"140.Loans (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.L1.FC.Z1\",\"588.Loans (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.GG\",\"236.Loans (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.GG.CD\",\"012.Loans (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.L1.GG.Z1\",\"460.Loans (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.NF\",\"332.Loans (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.NF.CD\",\"108.Loans (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.L1.NF.Z1\",\"556.Loans (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.PS\",\"396.Loans (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.L1.PS.CD\",\"172.Loans (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.BC\",\"307.Loans (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.BC.CD\",\"083.Loans (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.BC.Z1\",\"531.Loans (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.CG\",\"275.Loans (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.CG.CD\",\"051.Loans (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.CG.Z1\",\"499.Loans (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.FC\",\"371.Loans (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.FC.CD\",\"147.Loans (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.FC.Z1\",\"595.Loans (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.GG\",\"243.Loans (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.GG.CD\",\"019.Loans (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.GG.Z1\",\"467.Loans (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.NF\",\"339.Loans (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.NF.CD\",\"115.Loans (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.M1.NF.Z1\",\"563.Loans (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.PS\",\"403.Loans (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.M1.PS.CD\",\"179.Loans (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.NF\",\"345.Loans (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.NF.CD\",\"121.Loans (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLLO.CR.NF.Z1\",\"569.Loans (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.PS\",\"409.Loans (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLLO.CR.PS.CD\",\"185.Loans (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.BC\",\"315.Other accounts payable (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.BC.CD\",\"091.Other accounts payable (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.BC.Z1\",\"539.Other accounts payable (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.CG\",\"283.Other accounts payable (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.CG.CD\",\"059.Other accounts payable (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.CG.Z1\",\"507.Other accounts payable (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.FC\",\"379.Other accounts payable (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.FC.CD\",\"155.Other accounts payable (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.FC.Z1\",\"603.Other accounts payable (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.GG\",\"251.Other accounts payable (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.GG.CD\",\"027.Other accounts payable (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.GG.Z1\",\"475.Other accounts payable (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.BC\",\"302.Other accounts payable (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.BC.CD\",\"078.Other accounts payable (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.L1.BC.Z1\",\"526.Other accounts payable (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.CG\",\"270.Other accounts payable (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.CG.CD\",\"046.Other accounts payable (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.L1.CG.Z1\",\"494.Other accounts payable (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.FC\",\"366.Other accounts payable (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.FC.CD\",\"142.Other accounts payable (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.L1.FC.Z1\",\"590.Other accounts payable (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.GG\",\"238.Other accounts payable (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.GG.CD\",\"014.Other accounts payable (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.L1.GG.Z1\",\"462.Other accounts payable (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.NF\",\"334.Other accounts payable (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.NF.CD\",\"110.Other accounts payable (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.L1.NF.Z1\",\"558.Other accounts payable (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.PS\",\"398.Other accounts payable (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.L1.PS.CD\",\"174.Other accounts payable (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.BC\",\"309.Other accounts payable (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.BC.CD\",\"085.Other accounts payable (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.BC.Z1\",\"533.Other accounts payable (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.CG\",\"277.Other accounts payable (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.CG.CD\",\"053.Other accounts payable (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.CG.Z1\",\"501.Other accounts payable (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.FC\",\"373.Other accounts payable (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.FC.CD\",\"149.Other accounts payable (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.FC.Z1\",\"597.Other accounts payable (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.GG\",\"245.Other accounts payable (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.GG.CD\",\"021.Other accounts payable (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.GG.Z1\",\"469.Other accounts payable (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.NF\",\"341.Other accounts payable (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.NF.CD\",\"117.Other accounts payable (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.M1.NF.Z1\",\"565.Other accounts payable (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.PS\",\"405.Other accounts payable (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.M1.PS.CD\",\"181.Other accounts payable (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.NF\",\"347.Other accounts payable (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.NF.CD\",\"123.Other accounts payable (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLOA.CR.NF.Z1\",\"571.Other accounts payable (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.PS\",\"411.Other accounts payable /8\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLOA.CR.PS.CD\",\"187.Other accounts payable (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.BC\",\"310.Special Drawing Rights (SDRs) (PSDCGGB)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.BC.CD\",\"086.Special Drawing Rights (SDRs) (PSDCGGB) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.BC.Z1\",\"534.Special Drawing Rights (SDRs) (PSDCGGB)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.CG\",\"278.Special Drawing Rights (SDRs) (PSDCG)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.CG.CD\",\"054.Special Drawing Rights (SDRs) (PSDCG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.CG.Z1\",\"502.Special Drawing Rights (SDRs) (PSDCG)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.FC\",\"374.Special Drawing Rights (SDRs) (PSDFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.FC.CD\",\"150.Special Drawing Rights (SDRs) (PSDFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.FC.Z1\",\"598.Special Drawing Rights (SDRs) (PSDFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.GG\",\"246.Special Drawing Rights (SDRs) (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.GG.CD\",\"022.Special Drawing Rights (SDRs) (PSDGG) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.GG.Z1\",\"470.Special Drawing Rights (SDRs) (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.BC\",\"304.Special Drawing Rights (SDRs) (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.BC.CD\",\"080.Special Drawing Rights (SDRs) (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.M1.BC.Z1\",\"528.Special Drawing Rights (SDRs) (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.CG\",\"272.Special Drawing Rights (SDRs) (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.CG.CD\",\"048.Special Drawing Rights (SDRs) (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.M1.CG.Z1\",\"496.Special Drawing Rights (SDRs) (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.FC\",\"368.Special Drawing Rights (SDRs) (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.FC.CD\",\"144.Special Drawing Rights (SDRs) (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.M1.FC.Z1\",\"592.Special Drawing Rights (SDRs) (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.GG\",\"240.Special Drawing Rights (SDRs) (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.GG.CD\",\"016.Special Drawing Rights (SDRs) (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.M1.GG.Z1\",\"464.Special Drawing Rights (SDRs) (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.NF\",\"336.Special Drawing Rights (SDRs) (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.NF.CD\",\"112.Special Drawing Rights (SDRs) (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.M1.NF.Z1\",\"560.Special Drawing Rights (SDRs) (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.PS\",\"400.Special Drawing Rights (SDRs) (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.M1.PS.CD\",\"176.Special Drawing Rights (SDRs) (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.NF\",\"342.Special Drawing Rights (SDRs) (PSDNFPC)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.NF.CD\",\"118.Special Drawing Rights (SDRs) (PSDNFPC) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLSD.CR.NF.Z1\",\"566.Special Drawing Rights (SDRs) (PSDNFPC)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.PS\",\"406.Special Drawing Rights (SDRs) (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLSD.CR.PS.CD\",\"182.Special Drawing Rights (SDRs) (PSDT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.BC\",\"296.Long-term, by original maturity (PSDCGGB, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.BC.CD\",\"072.Long-term, by original maturity (PSDCGGB, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.BC.Z1\",\"520.Long-term, by original maturity (PSDCGGB, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.CG\",\"264.Long-term, by original maturity (PSDCG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.CG.CD\",\"040.Long-term, by original maturity (PSDCG, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.CG.Z1\",\"488.Long-term, by original maturity (PSDCG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.FC\",\"360.Long-term, by original maturity (PSDFPC, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.FC.CD\",\"136.Long-term, by original maturity (PSDFPC, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.FC.Z1\",\"584.Long-term, by original maturity (PSDFPC, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.GG\",\"232.Long-term, by original maturity (PSDGG, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.GG.CD\",\"008.Long-term, by original maturity (PSDGG, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.GG.Z1\",\"456.Long-term, by original maturity (PSDGG, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.BC\",\"297.With payment due in one year or less (PSDCGGB, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.BC.CD\",\"073.With payment due in one year or less (PSDCGGB, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.L1.BC.Z1\",\"521.With payment due in one year or less (PSDCGGB, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.CG\",\"265.With payment due in one year or less (PSDCG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.CG.CD\",\"041.With payment due in one year or less (PSDCG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.L1.CG.Z1\",\"489.With payment due in one year or less (PSDCG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.FC\",\"361.With payment due in one year or less (PSDFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.FC.CD\",\"137.With payment due in one year or less (PSDFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.L1.FC.Z1\",\"585.With payment due in one year or less (PSDFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.GG\",\"233.With payment due in one year or less (PSDGG, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.GG.CD\",\"009.With payment due in one year or less (PSDGG, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.L1.GG.Z1\",\"457.With payment due in one year or less (PSDGG, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.NF\",\"329.With payment due in one year or less (PSDNFPC, LT, <1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.NF.CD\",\"105.With payment due in one year or less (PSDNFPC, LT, <1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.L1.NF.Z1\",\"553.With payment due in one year or less (PSDNFPC, LT, <1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.PS\",\"393.With payment due in one year or less (PSDT, LT,<1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.L1.PS.CD\",\"169.With payment due in one year or less (PSDT, LT,<1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.BC\",\"303.With payment due in more than one year (PSDCGGB, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.BC.CD\",\"079.With payment due in more than one year (PSDCGGB, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.BC.Z1\",\"527.With payment due in more than one year (PSDCGGB, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.CG\",\"271.With payment due in more than one year (PSDCG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.CG.CD\",\"047.With payment due in more than one year (PSDCG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.CG.Z1\",\"495.With payment due in more than one year (PSDCG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.FC\",\"367.With payment due in more than one year (PSDFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.FC.CD\",\"143.With payment due in more than one year (PSDFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.FC.Z1\",\"591.With payment due in more than one year (PSDFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.GG\",\"239.With payment due in more than one year (PSDGG, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.GG.CD\",\"015.With payment due in more than one year (PSDGG, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.GG.Z1\",\"463.With payment due in more than one year (PSDGG, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.NF\",\"335.With payment due in more than one year (PSDNFPC, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.NF.CD\",\"111.With payment due in more than one year (PSDNFPC, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.M1.NF.Z1\",\"559.With payment due in more than one year (PSDNFPC, LT, >1yr)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.PS\",\"399.With payment due in more than one year (PSDT, LT, >1yr)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.M1.PS.CD\",\"175.With payment due in more than one year (PSDT, LT, >1yr) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.NF\",\"328.Long-term, by original maturity (PSDNFPC, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.NF.CD\",\"104.Long-term, by original maturity (PSDNFPC, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DLTC.CR.NF.Z1\",\"552.Long-term, by original maturity (PSDNFPC, LT)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.PS\",\"392.Long-term, by original maturity (PSDT, LT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DLTC.CR.PS.CD\",\"168.Long-term, by original maturity (PSDT, LT) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.BC\",\"291.Currency and deposits (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.BC.CD\",\"067.Currency and deposits (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.BC.Z1\",\"515.Currency and deposits (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.CG\",\"259.Currency and deposits (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.CG.CD\",\"035.Currency and deposits (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.CG.Z1\",\"483.Currency and deposits (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.FC\",\"355.Currency and deposits (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.FC.CD\",\"131.Currency and deposits (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.FC.Z1\",\"579.Currency and deposits (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.GG\",\"227.Currency and deposits (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.GG.CD\",\"003.Currency and deposits (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.GG.Z1\",\"451.Currency and deposits (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.NF\",\"323.Currency and deposits (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.NF.CD\",\"099.Currency and deposits (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSCD.CR.NF.Z1\",\"547.Currency and deposits (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.PS\",\"387.Currency and deposits (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSCD.CR.PS.CD\",\"163.Currency and deposits (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.BC\",\"292.Debt securities (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.BC.CD\",\"068.Debt securities (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.BC.Z1\",\"516.Debt securities (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.CG\",\"260.Debt securities (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.CG.CD\",\"036.Debt securities (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.CG.Z1\",\"484.Debt securities (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.FC\",\"356.Debt securities (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.FC.CD\",\"132.Debt securities (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.FC.Z1\",\"580.Debt securities (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.GG\",\"228.Debt securities (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.GG.CD\",\"004.Debt securities (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.GG.Z1\",\"452.Debt securities (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.NF\",\"324.Debt securities (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.NF.CD\",\"100.Debt securities (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSDS.CR.NF.Z1\",\"548.Debt securities (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.PS\",\"388.Debt securities (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSDS.CR.PS.CD\",\"164.Debt securities (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.BC\",\"294.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.BC.CD\",\"070.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.BC.Z1\",\"518.Insurance, pensions, and standardized guarantee schemes (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.CG\",\"262.Insurance, pensions, and standardized guarantee schemes (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.CG.CD\",\"038.Insurance, pensions, and standardized guarantee schemes (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.CG.Z1\",\"486.Insurance, pensions, and standardized guarantee schemes (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.FC\",\"358.Insurance, pensions, and standardized guarantee schemes (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.FC.CD\",\"134.Insurance, pensions, and standardized guarantee schemes (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.FC.Z1\",\"582.Insurance, pensions, and standardized guarantee schemes (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.GG\",\"230.Insurance, pensions, and stnd. guarantee schemes (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.GG.CD\",\"006.Insurance, pensions, and standardized guarantee schemes (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.GG.Z1\",\"454.Insurance, pensions, and stnd. guarantee schemes (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.NF\",\"326.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.NF.CD\",\"102.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSIN.CR.NF.Z1\",\"550.Insurance, pensions, and standardized guarantee schemes (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.PS\",\"390.Insurance, pensions, and standardized guarantee schemes (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSIN.CR.PS.CD\",\"166.Insurance, pensions, and standardized guarantee schemes (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.BC\",\"293.Loans (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.BC.CD\",\"069.Loans (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.BC.Z1\",\"517.Loans (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.CG\",\"261.Loans (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.CG.CD\",\"037.Loans (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.CG.Z1\",\"485.Loans (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.FC\",\"357.Loans (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.FC.CD\",\"133.Loans (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.FC.Z1\",\"581.Loans (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.GG\",\"229.Loans (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.GG.CD\",\"005.Loans (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.GG.Z1\",\"453.Loans (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.NF\",\"325.Loans (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.NF.CD\",\"101.Loans (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSLO.CR.NF.Z1\",\"549.Loans (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.PS\",\"389.Loans (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSLO.CR.PS.CD\",\"165.Loans (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.BC\",\"295.Other accounts payable (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.BC.CD\",\"071.Other accounts payable (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.BC.Z1\",\"519.Other accounts payable (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.CG\",\"263.Other accounts payable (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.CG.CD\",\"039.Other accounts payable (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.CG.Z1\",\"487.Other accounts payable (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.FC\",\"359.Other accounts payable (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.FC.CD\",\"135.Other accounts payable (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.FC.Z1\",\"583.Other accounts payable (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.GG\",\"231.Other accounts payable (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.GG.CD\",\"007.Other accounts payable (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.GG.Z1\",\"455.Other accounts payable (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.NF\",\"327.Other accounts payable (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.NF.CD\",\"103.Other accounts payable (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSOA.CR.NF.Z1\",\"551.Other accounts payable (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.PS\",\"391.Other accounts payable (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSOA.CR.PS.CD\",\"167.Other accounts payable (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.BC\",\"290.Short-term by original maturity (PSDCGGB, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.BC.CD\",\"066.Short-term by original maturity (PSDCGGB, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.BC.Z1\",\"514.Short-term by original maturity (PSDCGGB, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.CG\",\"258.Short-term by original maturity (PSDCG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.CG.CD\",\"034.Short-term by original maturity (PSDCG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.CG.Z1\",\"482.Short-term by original maturity (PSDCG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.FC\",\"354.Short-term by original maturity (PSDFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.FC.CD\",\"130.Short-term by original maturity (PSDFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.FC.Z1\",\"578.Short-term by original maturity (PSDFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.GG\",\"226.Short-term by original maturity (PSDGG, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.GG.CD\",\"002.Short-term by original maturity (PSDGG, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.GG.Z1\",\"450.Short-term by original maturity (PSDGG, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.NF\",\"322.Short-term by original maturity (PSDNFPC, ST)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.NF.CD\",\"098.Short-term by original maturity (PSDNFPC, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DP.DOD.DSTC.CR.NF.Z1\",\"546.Short-term by original maturity (PSDNFPC, ST)(% of GDP)\",\"The source of non-seasonally adjusted Gross Domestic Product (GDP) data in national currency, at current prices, is the International Finance Statistics quarterly database of the IMF, annualized by the World Bank, unless otherwise specified\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.PS\",\"386.Short-term by original maturity (PSDT)\",\"\",\"Quarterly Public Sector Debt\",\"\"\n\"DP.DOD.DSTC.CR.PS.CD\",\"162.Short-term by original maturity (PSDT, ST) US$\",\"Member Country\",\"Quarterly Public Sector Debt\",\"World Bank.\"\n\"DPANUSIFS\",\"Exchange rate (IFS), LCU per USD, period average\",\"Exchange rate refers to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DPANUSLCU\",\"Official exchange rate, LCU per USD, period average\",\"Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DPANUSSPB\",\"Exchange rate, new LCU per USD extended backward, period average\",\"Local currency units (LCU) per U.S. dollar, with values prior to the currency's introduction presented in the new currency's terms\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DPANUSSPF\",\"Exchange rate, old LCU per USD extended forward, period average\",\"Local currency units (LCU) per U.S. dollar, with values after a new currency's introduction presented in the old currency's terms\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DSTKMKTXD\",\"Stock Markets, US$\",\"Local equity market index valued in US$ terms\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DSTKMKTXN\",\"Stock Markets, LCU\",\"Local equity market index valued in local currency unit (LCU) terms\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DT.AMD.DLXF.CD\",\"LT Principal due per balance of payments account (BoP, current US$)\",\"Memorandum item - repayments due on outstanding debts. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"DT.AMT.BLAT.CD\",\"PPG, bilateral (AMT, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in foreign currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.BLTC.CD\",\"PPG, bilateral concessional (AMT, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.DEAE.CD.IL.03.US\",\"1281_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.0912.US\",\"1536_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.1218.US\",\"1621_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.1824.US\",\"1706_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.24P.US\",\"1791_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.36.US\",\"1366_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.69.US\",\"1451_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEAE.CD.IL.IQ.US\",\"1196_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD\",\"Principal repayments, Total (current US$)\",\"Principal repayments, total (AMT, current U.S. dollars). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"DT.AMT.DECT.CD.00.03.MO.US\",\"035_T2_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.03.US\",\"0115_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.03.YR.US\",\"101_T2_.. Principal (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.04.06.MO.US\",\"046_T2_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.04.YR.US\",\"112_T2_.. Principal (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.05.10.YR.US\",\"134_T2_.. Principal (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.05.YR.US\",\"123_T2_.. Principal (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.07.09.MO.US\",\"057_T2_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.0912.US\",\"0175_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.10.12.MO.US\",\"068_T2_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.10.15.YR.US\",\"145_T2_.. Principal (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.1218.US\",\"0195_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.13.18.MO.US\",\"079_T2_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.15.UP.YR.US\",\"156_T2_.. Principal (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.1824.US\",\"0215_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.19.24.MO.US\",\"090_T2_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.24P.US\",\"0235_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.36.US\",\"0135_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.69.US\",\"0155_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.03.US\",\"1287_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.0912.US\",\"1542_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.1218.US\",\"1627_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.1824.US\",\"1712_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.24P.US\",\"1797_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.36.US\",\"1372_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.69.US\",\"1457_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.AR.IQ.US\",\"1202_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.03.US\",\"0106_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.0912.US\",\"0166_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.1218.US\",\"0186_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.1824.US\",\"0206_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.24P.US\",\"0226_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.36.US\",\"0126_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.69.US\",\"0146_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.IQ.US\",\"0086_T3_.. Principal (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.CB.RM.US\",\"0245_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.03.US\",\"0100_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.0912.US\",\"0160_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.1218.US\",\"0180_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.1824.US\",\"0200_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.24P.US\",\"0220_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.36.US\",\"0120_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.69.US\",\"0140_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.IQ.US\",\"0080_T3_.. Principal (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.GG.RM.US\",\"0239_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.03.US\",\"0112_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.0912.US\",\"0172_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.1218.US\",\"0192_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.1824.US\",\"0212_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.24P.US\",\"0232_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.36.US\",\"0132_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.69.US\",\"0152_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.IQ.US\",\"0092_T3_.. Principal (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IL.RM.US\",\"0251_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.IQ.00.US\",\"024_T2_.. Principal (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.03.US\",\"0103_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.0912.US\",\"0163_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.1218.US\",\"0183_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.1824.US\",\"0203_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.24P.US\",\"0223_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.36.US\",\"0123_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.69.US\",\"0143_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.IQ.US\",\"0083_T3_.. Principal (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.MA.RM.US\",\"0242_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.03.US\",\"0109_T3_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.0912.US\",\"0169_T3_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.1218.US\",\"0189_T3_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.1824.US\",\"0209_T3_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.24P.US\",\"0229_T3_.. Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.36.US\",\"0129_T3_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.69.US\",\"0149_T3_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.IQ.US\",\"0089_T3_.. Principal (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.OS.RM.US\",\"0248_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DECT.CD.RM.US\",\"0254_T4_.. Principal (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.03.US\",\"1284_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.0912.US\",\"1539_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.1218.US\",\"1624_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.1824.US\",\"1709_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.24P.US\",\"1794_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.36.US\",\"1369_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.69.US\",\"1454_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DEFE.CD.IL.IQ.US\",\"1199_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.03.US\",\"1278_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.0912.US\",\"1533_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.1218.US\",\"1618_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.1824.US\",\"1703_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.24P.US\",\"1788_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.36.US\",\"1363_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.69.US\",\"1448_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DILD.CD.IL.IQ.US\",\"1193_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DIMF.CD\",\"IMF repurchases (AMT, current US$)\",\"IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.DLBN.CD.CB.AR.03.US\",\"1249_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.0912.US\",\"1504_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.1218.US\",\"1589_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.1824.US\",\"1674_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.24P.US\",\"1759_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.36.US\",\"1334_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.69.US\",\"1419_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.CB.AR.IQ.US\",\"1164_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.03.US\",\"1214_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.0912.US\",\"1469_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.1218.US\",\"1554_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.1824.US\",\"1639_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.24P.US\",\"1724_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.36.US\",\"1299_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.69.US\",\"1384_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.GG.AR.IQ.US\",\"1129_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.03.US\",\"1233_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.0912.US\",\"1488_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.1218.US\",\"1573_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.1824.US\",\"1658_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.24P.US\",\"1743_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.36.US\",\"1318_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.69.US\",\"1403_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.MA.AR.IQ.US\",\"1148_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.03.US\",\"1265_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.0912.US\",\"1520_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.1218.US\",\"1605_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.1824.US\",\"1690_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.24P.US\",\"1775_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.36.US\",\"1350_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.69.US\",\"1435_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLBN.CD.OT.AR.IQ.US\",\"1180_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.03.US\",\"1246_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.0912.US\",\"1501_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.1218.US\",\"1586_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.1824.US\",\"1671_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.24P.US\",\"1756_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.36.US\",\"1331_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.69.US\",\"1416_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.CB.AR.IQ.US\",\"1161_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.03.US\",\"1211_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.0912.US\",\"1466_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.1218.US\",\"1551_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.1824.US\",\"1636_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.24P.US\",\"1721_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.36.US\",\"1296_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.69.US\",\"1381_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.GG.AR.IQ.US\",\"1126_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.03.US\",\"1230_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.0912.US\",\"1485_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.1218.US\",\"1570_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.1824.US\",\"1655_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.24P.US\",\"1740_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.36.US\",\"1315_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.69.US\",\"1400_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.MA.AR.IQ.US\",\"1145_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.03.US\",\"1262_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.0912.US\",\"1517_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.1218.US\",\"1602_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.1824.US\",\"1687_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.24P.US\",\"1772_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.36.US\",\"1347_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.69.US\",\"1432_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLCD.CD.OT.AR.IQ.US\",\"1177_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTF.CD\",\"Principal repayments on external debt, long-term + IMF (AMT, current US$)\",\"Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. This item includes principal repayments on long-term debt and IMF repurchases. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. To maintain comparability between data on transactions with the IMF and data on long-term debt, use of IMF credit outstanding at the end of year (stock) is converted to dollars at the SDR exchange rate in effect at the end of year. Repurchases (flows) are converted at the average SDR exchange rate for the year in which transactions take place. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.DLTL.CD.CB.AR.03.US\",\"1252_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.0912.US\",\"1507_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.1218.US\",\"1592_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.1824.US\",\"1677_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.24P.US\",\"1762_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.36.US\",\"1337_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.69.US\",\"1422_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.CB.AR.IQ.US\",\"1167_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.03.US\",\"1217_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.0912.US\",\"1472_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.1218.US\",\"1557_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.1824.US\",\"1642_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.24P.US\",\"1727_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.36.US\",\"1302_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.69.US\",\"1387_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.GG.AR.IQ.US\",\"1132_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.03.US\",\"1236_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.0912.US\",\"1491_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.1218.US\",\"1576_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.1824.US\",\"1661_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.24P.US\",\"1746_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.36.US\",\"1321_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.69.US\",\"1406_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.MA.AR.IQ.US\",\"1151_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.03.US\",\"1268_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.0912.US\",\"1523_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.1218.US\",\"1608_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.1824.US\",\"1693_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.24P.US\",\"1778_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.36.US\",\"1353_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.69.US\",\"1438_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTL.CD.OT.AR.IQ.US\",\"1183_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.03.US\",\"1258_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.0912.US\",\"1513_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.1218.US\",\"1598_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.1824.US\",\"1683_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.24P.US\",\"1768_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.36.US\",\"1343_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.69.US\",\"1428_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.CB.AR.IQ.US\",\"1173_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.03.US\",\"1223_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.0912.US\",\"1478_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.1218.US\",\"1563_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.1824.US\",\"1648_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.24P.US\",\"1733_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.36.US\",\"1308_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.69.US\",\"1393_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.GG.AR.IQ.US\",\"1138_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.03.US\",\"1242_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.0912.US\",\"1497_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.1218.US\",\"1582_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.1824.US\",\"1667_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.24P.US\",\"1752_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.36.US\",\"1327_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.69.US\",\"1412_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.MA.AR.IQ.US\",\"1157_T3.2_.... Principal (immediate) v\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.03.US\",\"1274_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.0912.US\",\"1529_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.1218.US\",\"1614_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.1824.US\",\"1699_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.24P.US\",\"1784_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.36.US\",\"1359_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.69.US\",\"1444_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTO.CD.OT.AR.IQ.US\",\"1189_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.03.US\",\"1208_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.0912.US\",\"1463_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.1218.US\",\"1548_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.1824.US\",\"1633_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.24P.US\",\"1718_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.36.US\",\"1293_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.69.US\",\"1378_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.GG.IQ.US\",\"1123_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.03.US\",\"1227_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.0912.US\",\"1482_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.1218.US\",\"1567_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.1824.US\",\"1652_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.24P.US\",\"1737_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.36.US\",\"1312_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.69.US\",\"1397_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTS.CD.MA.AR.IQ.US\",\"1142_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.03.US\",\"1255_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.0912.US\",\"1510_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.1218.US\",\"1595_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.1824.US\",\"1680_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.24P.US\",\"1765_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.36.US\",\"1340_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.69.US\",\"1425_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.CB.AR.IQ.US\",\"1170_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.03.US\",\"1220_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.0912.US\",\"1475_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.1218.US\",\"1560_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.1824.US\",\"1645_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.24P.US\",\"1730_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.36.US\",\"1305_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.69.US\",\"1390_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.GG.AR.IQ.US\",\"1135_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.03.US\",\"1239_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.0912.US\",\"1494_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.1218.US\",\"1579_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.1824.US\",\"1664_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.24P.US\",\"1749_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.36.US\",\"1324_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.69.US\",\"1409_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.MA.AR.IQ.US\",\"1154_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.03.US\",\"1271_T3.2_.... Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.0912.US\",\"1526_T3.2_.... Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.1218.US\",\"1611_T3.2_.... Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.1824.US\",\"1696_T3.2_.... Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.24P.US\",\"1781_T3.2_.... Principal (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.36.US\",\"1356_T3.2_.... Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.69.US\",\"1441_T3.2_.... Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLTT.CD.OT.AR.IQ.US\",\"1186_T3.2_.... Principal (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AMT.DLXF.CD\",\"Principal repayments on external debt, long-term (AMT, current US$)\",\"Principal repayments on long-term debt are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.DPNG.CD\",\"Principal repayments on external debt, private nonguaranteed (PNG) (AMT, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.DPPG.CD\",\"Principal repayments on external debt, public and publicly guaranteed (PPG) (AMT, current US$)\",\"Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.MIBR.CD\",\"PPG, IBRD (AMT, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.MIDA.CD\",\"PPG, IDA (AMT, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.MLAT.CD\",\"PPG, multilateral (AMT, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.MLTC.CD\",\"PPG, multilateral concessional (AMT, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.OFFT.CD\",\"PPG, official creditors (AMT, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PBND.CD\",\"PPG, bonds (AMT, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PCBK.CD\",\"PPG, commercial banks (AMT, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PGNG.CD\",\"Principal repayments, PPG and PNG private creditors (AMT, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  Data are in current U.S. dollars.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.AMT.PNGB.CD\",\"PNG, bonds (AMT, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PNGC.CD\",\"PNG, commercial banks and other creditors (AMT, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PROP.CD\",\"PPG, other private creditors (AMT, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PRVS.CD.00.03.MO.US\",\"032_T2_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.03.YR.US\",\"098_T2_.. Principal (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.04.06.MO.US\",\"043_T2_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.04.YR.US\",\"109_T2_.. Principal (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.05.10.YR.US\",\"131_T2_.. Principal (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.05.YR.US\",\"120_T2_.. Principal (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.07.09.MO.US\",\"054_T2_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.10.12.MO.US\",\"065_T2_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.10.15.YR.US\",\"142_T2_.. Principal (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.13.18.MO.US\",\"076_T2_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.15.UP.YR.US\",\"153_T2_.. Principal (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.19.24.MO.US\",\"087_T2_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVS.CD.IQ.00.US\",\"021_T2_.. Principal (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PRVT.CD\",\"PPG, private creditors (AMT, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Principal repayments are actual amounts of principal (amortization) paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AMT.PUBS.CD.00.03.MO.US\",\"029_T2_.. Principal (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.03.YR.US\",\"095_T2_.. Principal (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.04.06.MO.US\",\"040_T2_.. Principal (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.04.YR.US\",\"106_T2_.. Principal (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.05.10.YR.US\",\"128_T2_.. Principal (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.05.YR.US\",\"117_T2_.. Principal (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.07.09.MO.US\",\"051_T2_.. Principal (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.10.12.MO.US\",\"062_T2_.. Principal (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.10.15.YR.US\",\"139_T2_.. Principal (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.13.18.MO.US\",\"073_T2_.. Principal (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.15.UP.YR.US\",\"150_T2_.. Principal (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.19.24.MO.US\",\"084_T2_.. Principal (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AMT.PUBS.CD.IQ.00.US\",\"018_T2_.. Principal (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.CB.US\",\"0398_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.GG.US\",\"0392_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.MA.US\",\"0395_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.OT.HH.US\",\"0410_T1.4_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.OT.NB.US\",\"0404_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.OT.NF.US\",\"0407_T1.4_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DECT.CD.OT.US\",\"0401_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DIDI.CD.IL.US\",\"0416_T1.4_.. Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DIFE.CD.IL.US\",\"0422_T1.4_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DIIE.CD.IL.US\",\"0419_T1.4_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.AXA.DPPG.CD\",\"Principal arrears, long-term DOD (US$)\",\"Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXA.OFFT.CD\",\"Principal arrears, official creditors (current US$)\",\"Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXA.PRVT.CD\",\"Principal arrears, private creditors (current US$)\",\"Principal in arrears on long-term debt is defined as principal repayment due but not paid, on a cumulative basis. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXF.DPPG.CD\",\"Principal forgiven (current US$)\",\"Principal forgiven is the amount of principal due or in arrears that was written off or forgiven in any given year. It includes debt forgiven within and outside Paris Club agreements, principal forgiven and principal arrears forgiven. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXR.DPPG.CD\",\"Principal rescheduled (current US$)\",\"Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXR.OFFT.CD\",\"Principal rescheduled, official (current US$)\",\"Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.AXR.PRVT.CD\",\"Principal rescheduled, private (current US$)\",\"Principal rescheduled is the amount of principal due or in arrears that was rescheduled in any given year. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.COM.DPPG.CD\",\"Commitments, public and publicly guaranteed (COM, current US$)\",\"Commitments are the total amount of long-term loans for which contracts were signed in the year specified; data for private nonguaranteed debt are not available. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.COM.MIBR.CD\",\"Commitments, IBRD (COM, current US$)\",\"Commitments (IBRD) are the sum of new commitments on public and publicly guaranteed loans from the International Bank for Reconstruction and Development (IBRD). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.COM.MIDA.CD\",\"Commitments, IDA (COM, current US$)\",\"Commitments (IDA) are the sum of new commitments on public and publicly guaranteed loans from the International Development Association (IDA). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.COM.OFFT.CD\",\"Commitments, official creditors (COM, current US$)\",\"Commitments are the amount of long-term loans for which contracts were signed in the year specified. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.COM.PRVT.CD\",\"Commitments, private creditors (COM, current US$)\",\"Commitments are the amount of long-term loans for which contracts were signed in the year specified; data for private nonguaranteed debt are not available. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.DMAK.ZS\",\"Currency composition of PPG debt, Deutsche mark (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in Deutsche marks for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.EURO.ZS\",\"Currency composition of PPG debt, Euro (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in Euros for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.FFRC.ZS\",\"Currency composition of PPG debt, French franc (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in French francs for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.JYEN.ZS\",\"Currency composition of PPG debt, Japanese yen (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in Japanese yen for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.MULC.ZS\",\"Currency composition of PPG debt, Multiple currencies (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in multiple currencies for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.OTHC.ZS\",\"Currency composition of PPG debt, all other currencies (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in all other currencies not specified for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.SDRW.ZS\",\"Currency composition of PPG debt, SDR (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in special drawing rights for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.SWFR.ZS\",\"Currency composition of PPG debt, Swiss franc (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in Swiss francs for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.UKPS.ZS\",\"Currency composition of PPG debt, Pound sterling (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in U.K. pound sterling for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.CUR.USDL.ZS\",\"Currency composition of PPG debt, U.S. dollars (%)\",\"The percentage of external long-term public and publicly-guaranteed debt contracted in U.S. dollars for the low- and middle-income countries.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DFR.DPPG.CD\",\"Debt forgiveness or reduction (current US$)\",\"Debt forgiveness or reduction shows the change in debt stock due to debt forgiveness or reduction. It is derived by subtracting debt forgiven and debt stock reduction from debt buyback. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.BLAT.CD\",\"PPG, bilateral (DIS, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.BLCT.CD\",\"Disbursements, Bilateral on nonconcessional terms (DIS, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Disbursements are drawings on loan commitments during the year specified. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DIS.BLTC.CD\",\"PPG, bilateral concessional (DIS, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DECT.CD\",\"Disbursements, Total (current US$)\",\"Disbursements are drawings on loan commitments during the year specified. This item includes disbursements on long-term and short-term debt and IMF repurchases. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. To maintain comparability between data on transactions with the IMF and data on long-term debt, use of IMF credit outstanding at the end of year (stock) is converted to dollars at the SDR exchange rate in effect at the end of year. Purchases are converted at the average SDR exchange rate for the year in which transactions take place.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DIS.DIMF.CD\",\"IMF purchases (DIS, current US$)\",\"IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DLTF.CD\",\"Disbursements on external debt, long-term + IMF (DIS, current US$)\",\"Disbursements are drawings by the borrower on loan commitments during the year specified. This item includes disbursements on long-term debt and IMF purchases. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. IMF purchases are total drawings on the General Resources Account of the IMF during the year specified, excluding drawings in the reserve tranche. To maintain comparability between data on transactions with the IMF and data on long-term debt, use of IMF credit outstanding at the end of year (stock) is converted to dollars at the SDR exchange rate in effect at the end of year. Purchases are converted at the average SDR exchange rate for the year in which transactions take place. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DLXF.CD\",\"Disbursements on external debt, long-term (DIS, current US$)\",\"Disbursements on long-term debt are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DPNG.CD\",\"Disbursements on external debt, private nonguaranteed (PNG) (DIS, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DPPG.CD\",\"Disbursements on external debt, public and publicly guaranteed (PPG) (DIS, current US$)\",\"Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Disbursements are drawings by the borrower on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.DSTC.CD\",\"Disbursements, Short-term (DIS, current US$)\",\"Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DIS.IDAG.CD\",\"IDA grants (current US$)\",\"IDA grants are net disbursements of grants from the International Development Association (IDA). Data are in current U.S. dollars. Regional allocations are included in aggregate data.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.MIBR.CD\",\"PPG, IBRD (DIS, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.MIDA.CD\",\"PPG, IDA (DIS, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.MLAT.CD\",\"PPG, multilateral (DIS, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.MLCT.CD\",\"Disbursements, PPG Multilateral creditors nonconcessional (DIS, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government. Disbursements are drawings on loan commitments during the year specified. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DIS.MLTC.CD\",\"PPG, multilateral concessional (DIS, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.OFFT.CD\",\"PPG, official creditors (DIS, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PBND.CD\",\"PPG, bonds (DIS, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PCBK.CD\",\"PPG, commercial banks (DIS, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PGNG.CD\",\"Disbursements, PPG and PNG private creditors (current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Disbursements are drawings on loan commitments during the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.   Disbursements are drawings on loan commitments during the year specified.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DIS.PNGB.CD\",\"PNG, bonds (DIS, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PNGC.CD\",\"PNG, commercial banks and other creditors (DIS, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PROP.CD\",\"PPG, other private creditors (DIS, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DIS.PRVT.CD\",\"PPG, private creditors (DIS, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Disbursements are drawings by the borrower on loan commitments during the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.ALLC.CD\",\"External debt stocks, concessional (DOD, current US$)\",\"Concessional external debt conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.ALLC.ZS\",\"Concessional debt (% of total external debt)\",\"Concessional debt to total external debt stocks. Concessional debt is defined as loans with an original grant element of 25 percent or more.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.ALLC.ZSG\",\"Debt on Concessional terms to GDP (% of GDP)\",\"Concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.ALLC.ZSX\",\"Debt on Concessional terms to export ratio (% of exports)\",\"Concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders at concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  The denominator is the sum of total goods and service exports (per the balance of payments account) and workers' remittances (per the balance of payments account).  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.ALLN.CD\",\"Debt on Non-concessional terms (current US$)\",\"Non-concessional Long-term Debt Outstanding and Disbursed (LDOD) conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. This is the difference between the total debt outstanding and disbursed less debt on concessional terms.  Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. LDOD is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  Data are in current U.S. dollars.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.ALLN.ZSG\",\"Debt on Non-concessional terms to GDP (% of GDP)\",\"Non-concessional LDOD conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  Data are in current U.S. dollars.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.ALLN.ZSX\",\"Debt on Non-concessional terms to export ratio (% of exports)\",\"Non-concessional LDOD conveys information about the borrower's receipt of aid from official lenders on non-concessional terms as defined by the Development Assistance Committee (DAC) of the OECD. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Loans from major regional development banks--African Development Bank, Asian Development Bank, and the Inter-American Development Bank--and from the World Bank are classified as concessional according to each institution's classification and not according to the DAC definition, as was the practice in earlier reports. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  Data are divided by GDP at market prices in current U.S. dollars to facilitate comparison across economies.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.BLAT.CD\",\"PPG, bilateral (DOD, current US$)\",\"Public and publicly guaranteed bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.BLTC.CD\",\"PPG, bilateral concessional (DOD, current US$)\",\"Public and publicly guaranteed bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.BLTN.CD\",\"Debt outstanding and disbursed, PPG Bilateral on nonconcessional terms (DOD, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. These are non-concessional figures, however the explanation for concessional is provided here as reference.  Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.BNLT.CD.PR.AR.US\",\"0368_T1.3_.... Debt securities \",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.BNLT.CD.PU.AR.US\",\"0351_T1.3_.... Debt securities \",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.CDLT.CD.PR.AR.US\",\"0367_T1.3_.... Currency and deposits 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.CDLT.CD.PU.AR.US\",\"0350_T1.3_.... Currency and deposits 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.CDST.CD.PR.AR.US\",\"0361_T1.3_.... Currency and deposits 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.CDST.CD.PU.AR.US\",\"0343_T1.3_.... Currency and deposits 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.AR.T4.US\",\"235_T4_Arrears \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.AR.US\",\"0060_T1_Arrears: By Sector\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CB.AR.US\",\"0063_T1_.. Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CB.DS.US\",\"0069_T1_.. Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD\",\"External debt stocks, total (DOD, current US$)\",\"Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DECT.CD.AR.BE.US\",\"0666_T1.6_Gross External Debt (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.EA.US\",\"0546_T1.5_Total (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.EN.US\",\"0961_T1.6_Gross External Debt (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.EX.US\",\"0784_T1.6_Gross External Debt (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.GE.US\",\"0485_T1.5_Total (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.NE.US\",\"0607_T1.5_Total (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.OC.US\",\"0902_T1.6_Gross External Debt (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.PX.US\",\"0843_T1.6_Gross External Debt (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.TL.US\",\"013_T1_Arrears\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.AR.TR.US\",\"0725_T1.6_Gross External Debt (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.BE.US\",\"0636_T1.6_Deposit-taking Corporations, except the Central Bank (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.EA.US\",\"0516_T1.5_Deposit-Taking Corporations, except the Central Bank (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.EN.US\",\"0931_T1.6_Deposit-taking Corporations, except the Central Bank (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.EX.US\",\"0754_T1.6_Deposit-taking Corporations, except the Central Bank (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.GE.US\",\"0455_T1.5_Deposit-Taking Corporations, except the Central Bank (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.NE.US\",\"0577_T1.5_Deposit-Taking Corporations, except the Central Bank (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.OC.US\",\"0872_T1.6_Deposit-taking Corporations, except the Central Bank (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.PX.US\",\"0813_T1.6_Deposit-taking Corporations, except the Central Bank (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.TR.US\",\"0695_T1.6_Deposit-taking Corporations, except the Central Bank (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.AR.US\",\"0029_T1_Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.TD.MP.US\",\"0277_T1.1_Deposit-Taking Corporations, except the Central Bank (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.TD.MV.US\",\"0292_T1.1_Deposit-Taking Corporations, except the Central Bank (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CB.TD.NV.US\",\"0262_T1.1_Deposit-Taking Corporations, except the Central Bank (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.CG\",\"Total change in external debt stocks (current US$)\",\"Total change in debt stocks shows the variation in debt stock between two consecutive years. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DECT.CD.DC.T5.US\",\"252_T5_Domestic currency 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.DT.US\",\"0078_T2_Gross External Debt Position \",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.CB.EU.US\",\"1002_T2.1_Deposit-Taking Corporations, except the Central Bank (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.CB.JY.US\",\"1019_T2.1_Deposit-Taking Corporations, except the Central Bank (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.CB.OT.US\",\"1036_T2.1_Deposit-Taking Corporations, except the Central Bank (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.CB.TO.US\",\"0968_T2.1_Deposit-Taking Corporations, except the Central Bank (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.CB.US.US\",\"0985_T2.1_Deposit-Taking Corporations, except the Central Bank (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.GG.EU.US\",\"0996_T2.1_General Government (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.GG.JY.US\",\"1013_T2.1_General Government (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.GG.OT.US\",\"1030_T2.1_General Government (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.GG.TO.US\",\"0962_T2.1_General Government (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.GG.US.US\",\"0979_T2.1_General Government (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.IL.EU.US\",\"1008_T2.1_Direct Investment: Intercompany Lending (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.IL.JY.US\",\"1025_T2.1_Direct Investment: Intercompany Lending (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.IL.OT.US\",\"1042_T2.1_Direct Investment: Intercompany Lending (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.IL.TO.US\",\"0974_T2.1_Direct Investment: Intercompany Lending (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.IL.US.US\",\"0991_T2.1_Direct Investment: Intercompany Lending (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.MA.EU.US\",\"0999_T2.1_Central Bank (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.MA.JY.US\",\"1016_T2.1_Central Bank (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.MA.OT.US\",\"1033_T2.1_Central Bank (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.MA.TO.US\",\"0965_T2.1_Central Bank (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.MA.US.US\",\"0982_T2.1_Central Bank (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.OT.EU.US\",\"1005_T2.1_Other Sectors (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.OT.JY.US\",\"1022_T2.1_Other Sectors (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.OT.OT.US\",\"1039_T2.1_Other Sectors (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.OT.TO.US\",\"0971_T2.1_Other Sectors (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.OT.US.US\",\"0988_T2.1_Other Sectors (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FC.T5.US\",\"249_T5_Foreign currency 4/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FF.ER.US\",\"1012_T2.1_Gross External Foreign Currency and Foreign-Currency-Linked Debt Position (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FF.OD.US\",\"1046_T2.1_Gross External Foreign Currency and Foreign-Currency-Linked Debt Position (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FF.TT.US\",\"0978_T2.1_Gross External Foreign Currency and Foreign-Currency-Linked Debt Position (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FF.UD.US\",\"0995_T2.1_Gross External Foreign Currency and Foreign-Currency-Linked Debt Position (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.FF.YE.US\",\"1029_T2.1_Gross External Foreign Currency and Foreign-Currency-Linked Debt Position (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.BE.US\",\"0608_T1.6_General Government (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.EA.US\",\"0486_T1.5_General Government (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.EN.US\",\"0903_T1.6_General Government (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.EX.US\",\"0726_T1.6_General Government (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.GE.US\",\"0425_T1.5_General Government (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.NE.US\",\"0547_T1.5_General Government (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.OC.US\",\"0844_T1.6_General Government (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.PX.US\",\"0785_T1.6_General Government (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.TR.US\",\"0667_T1.6_General Government (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.AR.US\",\"0001_T1_General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.TD.MP.US\",\"0271_T1.1_General Government (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.TD.MV.US\",\"0286_T1.1_General Government (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.GG.TD.NV.US\",\"0256_T1.1_General Government (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.HN.US\",\"0327_T1.2_Households and nonprofit institutions serving households (NPISHs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.BE.US\",\"0662_T1.6_Direct Investment: Intercompany Lending (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.EA.US\",\"0542_T1.5_Direct Investment: Intercompany Lending (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.EN.US\",\"0957_T1.6_Direct Investment: Intercompany Lending (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.EX.US\",\"0780_T1.6_Direct Investment: Intercompany Lending (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.GE.US\",\"0481_T1.5_Direct Investment: Intercompany Lending (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.NE.US\",\"0603_T1.5_Direct Investment: Intercompany Lending (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.OC.US\",\"0898_T1.6_Direct Investment: Intercompany Lending (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.PX.US\",\"0839_T1.6_Direct Investment: Intercompany Lending (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.AR.TR.US\",\"0721_T1.6_Direct Investment: Intercompany Lending (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.IL.US\",\"0055_T1_Direct Investment: Intercompany Lending\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.LT.TD.MP.US\",\"0285_T1.1_.. Long-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.LT.TD.MV.US\",\"0300_T1.1_.. Long-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.LT.TD.NV.US\",\"0270_T1.1_.. Long-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.LT.US\",\"012_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.BE.US\",\"0622_T1.6_Central Bank (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.EA.US\",\"0501_T1.5_Central Bank (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.EN.US\",\"0917_T1.6_Central Bank (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.EX.US\",\"0740_T1.6_Central Bank (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.GE.US\",\"0440_T1.5_Central Bank (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.NE.US\",\"0562_T1.5_Central Bank (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.OC.US\",\"0858_T1.6_Central Bank (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.PX.US\",\"0799_T1.6_Central Bank (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.TR.US\",\"0681_T1.6_Central Bank (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.AR.US\",\"0015_T1_Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.TD.MP.US\",\"0274_T1.1_Central Bank (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.TD.MV.US\",\"0289_T1.1_Central Bank (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.MA.TD.NV.US\",\"0259_T1.1_Central Bank (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.NC.US\",\"0314_T1.2_Nonfinancial corporations\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OF.US\",\"0301_T1.2_Other financial corporations\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.BE.US\",\"0649_T1.6_Other Sectors (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.EA.US\",\"0529_T1.5_Other Sectors (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.EN.US\",\"0944_T1.6_Other Sectors (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.EX.US\",\"0767_T1.6_Other Sectors (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.GE.US\",\"0468_T1.5_Other Sectors (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.NE.US\",\"0590_T1.5_Other Sectors (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.OC.US\",\"0885_T1.6_Other Sectors (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.PX.US\",\"0826_T1.6_Other Sectors (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.TR.US\",\"0708_T1.6_Other Sectors (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.AR.US\",\"0042_T1_Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.TD.MP.US\",\"0280_T1.1_Other Sectors (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.TD.MV.US\",\"0295_T1.1_Other Sectors (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.OT.TD.NV.US\",\"0265_T1.1_Other.Sectors (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.PC\",\"Debt outstanding and disbursed, Total per capita (DOD, current US$)\",\"Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt.  Data are in current U.S. dollars per inhabitant of the country.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.DECT.CD.ST.TD.MP.US\",\"0284_T1.1_.. Short-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.ST.TD.MV.US\",\"0299_T1.1_.. Short-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.ST.TD.NV.US\",\"0269_T1.1_.. Short-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.ST.US\",\"011_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.TD.MP.US\",\"0283_T1.1_Total (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.TD.MV.US\",\"0298_T1.1_Total (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.TD.NV.US\",\"0268_T1.1_Total (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.TL.US\",\"010_T1_Gross External Debt Position\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.UC.T5.US\",\"255_T5_Unallocated\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.CD.ZSG\",\"Debt outstanding and disbursed, Total to GDP (% of GDP)\",\"Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data expressed as a percentage of GDP at market prices.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.DECT.DS.T4.US\",\"242_T4_Debt Securities 12/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DECT.DS.US\",\"0066_T1_Debt Securities: By Sector 2/ \",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.EX.ZS\",\"External debt stocks (% of exports of goods, services and primary income)\",\"Total external debt stocks to exports of goods, services and income.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DECT.GG.AR.US\",\"0061_T1_.. General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.GG.DS.US\",\"0067_T1_.. General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.GN.ZS\",\"External debt stocks (% of GNI)\",\"Total external debt stocks to gross national income. Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DECT.IL.AR.US\",\"0065_T1_.. Direct investment: Intercompany Lending\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.MA.AR.US\",\"0062_T1_.. Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.MA.DS.US\",\"0068_T1_.. Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.OT.AR.US\",\"0064_T1_.. Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.OT.DS.US\",\"0070_T1_.. Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DECT.T4.AR.US\",\"234_T4_Total\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.FC.IL.EU.US\",\"1009_T2.1_.. Debt liabilities of direct investment enterprises to direct investors (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.FC.IL.JY.US\",\"1026_T2.1_.. Debt liabilities of direct investment enterprises to direct investors (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.FC.IL.OT.US\",\"1043_T2.1_.. Debt liabilities of direct investment enterprises to direct investors (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.FC.IL.TO.US\",\"0975_T2.1_.. Debt liabilities of direct investment enterprises to direct investors (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.FC.IL.US.US\",\"0992_T2.1_.. Debt liabilities of direct investment enterprises to direct investors (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.BE.US\",\"0663_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.EA.US\",\"0543_T1.5_.. Debt of direct investment enterprises to direct investors (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.EN.US\",\"0958_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.EX.US\",\"0781_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.GE.US\",\"0482_T1.5_.. Debt of direct investment enterprises to direct investors (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.NE.US\",\"0604_T1.5_.. Debt of direct investment enterprises to direct investors (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.OC.US\",\"0899_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.PX.US\",\"0840_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.TR.US\",\"0722_T1.6_.. Debt liabilities of direct investment enterprises to direct investors (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.IL.US\",\"0056_T1_.. Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.PR.US\",\"0373_T1.3_.... Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIDI.CD.PU.US\",\"0356_T1.3_.... Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.FC.IL.EU.US\",\"1011_T2.1_.. Debt liabilities between fellow enterprises (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.FC.IL.JY.US\",\"1028_T2.1_.. Debt liabilities between fellow enterprises (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.FC.IL.OT.US\",\"1045_T2.1_.. Debt liabilities between fellow enterprises (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.FC.IL.TO.US\",\"0977_T2.1_.. Debt liabilities between fellow enterprises (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.FC.IL.US.US\",\"0994_T2.1_.. Debt liabilities between fellow enterprises (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.BE.US\",\"0665_T1.6_.. Debt liabilities between fellow enterprises (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.EA.US\",\"0545_T1.5_.. Debt between fellow enterprises (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.EN.US\",\"0960_T1.6_.. Debt liabilities between fellow enterprises (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.EX.US\",\"0783_T1.6_.. Debt liabilities between fellow enterprises (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.GE.US\",\"0484_T1.5_.. Debt between fellow enterprises (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.NE.US\",\"0606_T1.5_.. Debt between fellow enterprises (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.OC.US\",\"0901_T1.6_.. Debt liabilities between fellow enterprises (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.PX.US\",\"0842_T1.6_.. Debt liabilities between fellow enterprises (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.TR.US\",\"0724_T1.6_.. Debt liabilities between fellow enterprises (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.IL.US\",\"0058_T1_.. Debt liabilities to fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.PR.US\",\"0375_T1.3_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIFE.CD.PU.US\",\"0358_T1.3_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.FC.IL.EU.US\",\"1010_T2.1_.. Debt liabilities of direct investors to direct investment enterprises (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.FC.IL.JY.US\",\"1027_T2.1_.. Debt liabilities of direct investors to direct investment enterprises (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.FC.IL.OT.US\",\"1044_T2.1_.. Debt liabilities of direct investors to direct investment enterprises (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.FC.IL.TO.US\",\"0976_T2.1_.. Debt liabilities of direct investors to direct investment enterprises (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.FC.IL.US.US\",\"0993_T2.1_.. Debt liabilities of direct investors to direct investment enterprises (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.BE.US\",\"0664_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.EA.US\",\"0544_T1.5_.. Debt of direct investors to direct investment enterprises (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.EN.US\",\"0959_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.EX.US\",\"0782_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.GE.US\",\"0483_T1.5_.. Debt of direct investors to direct investment enterprises (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.NE.US\",\"0605_T1.5_.. Debt of direct investors to direct investment enterprises (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.OC.US\",\"0900_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.PX.US\",\"0841_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.TR.US\",\"0723_T1.6_.. Debt liabilities of direct investors to direct investment enterprises (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.IL.US\",\"0057_T1_.. Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.PR.US\",\"0374_T1.3_.... Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIE.CD.PU.US\",\"0357_T1.3_.... Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIL.CD.PR.US\",\"0372_T1.3_.. Direct investment: Intercompany Lending 9/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIIL.CD.PU.US\",\"0355_T1.3_.. Direct investment: Intercompany Lending \",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DIMF.CD\",\"Use of IMF credit (DOD, current US$)\",\"Use of IMF credit denotes members' drawings on the IMF other than amounts drawn against the country's reserve tranche position. Use of IMF credit includes purchases and drawings under Stand-By, Extended, Structural Adjustment, Enhanced Structural Adjustment, and Systemic Transformation Facility Arrangements as well as Trust Fund loans. SDR allocations are also included in this category. Note: Data related to the operations of the IMF are provided by the IMF Treasurer’s Department. They are converted from special drawing rights into dollars using end-of-period exchange rates for stocks and average-over-the-period exchange rates for flows. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DLBN.CD.CB.AR.BE.US\",\"0645_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.EA.US\",\"0525_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.EN.US\",\"0940_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.EX.US\",\"0763_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.GE.US\",\"0464_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.NE.US\",\"0586_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.OC.US\",\"0881_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.PX.US\",\"0822_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.TR.US\",\"0704_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.CB.AR.US\",\"0038_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.BE.US\",\"0618_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.EA.US\",\"0497_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.EN.US\",\"0913_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.EX.US\",\"0736_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.GE.US\",\"0436_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.NE.US\",\"0558_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.OC.US\",\"0854_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.PX.US\",\"0795_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.TR.US\",\"0677_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.GG.AR.US\",\"0011_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.HN.US\",\"0336_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.BE.US\",\"0632_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.EA.US\",\"0512_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.EN.US\",\"0927_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.EX.US\",\"0750_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.GE.US\",\"0451_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.NE.US\",\"0573_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.OC.US\",\"0868_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.PX.US\",\"0809_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.TR.US\",\"0691_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.MA.AR.US\",\"0025_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.NC.US\",\"0323_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OF.US\",\"0310_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.BE.US\",\"0658_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.EA.US\",\"0538_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.EN.US\",\"0953_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.EX.US\",\"0776_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.GE.US\",\"0477_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.NE.US\",\"0599_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.OC.US\",\"0894_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.PX.US\",\"0835_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.TR.US\",\"0717_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLBN.CD.OT.AR.US\",\"0051_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.BE.US\",\"0644_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.EA.US\",\"0524_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.EN.US\",\"0939_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.EX.US\",\"0762_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.GE.US\",\"0463_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.NE.US\",\"0585_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.OC.US\",\"0880_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.PX.US\",\"0821_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.TR.US\",\"0703_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.CB.AR.US\",\"0037_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.BE.US\",\"0617_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.EA.US\",\"0496_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.EN.US\",\"0912_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.EX.US\",\"0735_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.GE.US\",\"0435_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.NE.US\",\"0557_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.OC.US\",\"0853_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.PX.US\",\"0794_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.TR.US\",\"0676_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.GG.AR.US\",\"0010_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.HN.US\",\"0335_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.BE.US\",\"0631_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.EA.US\",\"0511_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.EN.US\",\"0926_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.EX.US\",\"0749_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.GE.US\",\"0450_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.NE.US\",\"0572_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.OC.US\",\"0867_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.PX.US\",\"0808_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.TR.US\",\"0690_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.MA.AR.US\",\"0024_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.NC.US\",\"0322_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OF.US\",\"0309_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.BE.US\",\"0657_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.EA.US\",\"0537_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.EN.US\",\"0952_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.EX.US\",\"0775_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.GE.US\",\"0476_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.NE.US\",\"0598_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.OC.US\",\"0893_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.PX.US\",\"0834_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.TR.US\",\"0716_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLCD.CD.OT.AR.US\",\"0050_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTF.CD\",\"Debt outstanding and disbursed, Long-term debt including IMF credit (DOD, current US$)\",\"Long-term debt is debt that has an original or extended maturity of more than one year. It has three components: public, publicly guaranteed, and private nonguaranteed debt. Data are in current U.S. dollars. Use of IMF credit denotes repurchase obligations to the IMF for all uses of IMF resources (excluding those resulting from drawings on the reserve tranche). These obligations, shown for the end of the year specified, comprise purchases outstanding under the credit tranches, including enlarged access resources, and all special facilities (the buffer stock, compensatory financing, extended fund, and oil facilities), trust fund loans, and operations under the structural adjustment and enhanced structural adjustment facilities. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.DLTL.CD.CB.AR.BE.US\",\"0646_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.EA.US\",\"0526_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.EN.US\",\"0941_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.EX.US\",\"0764_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.GE.US\",\"0465_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.NE.US\",\"0587_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.OC.US\",\"0882_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.PX.US\",\"0823_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.TR.US\",\"0705_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.CB.AR.US\",\"0039_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.BE.US\",\"0619_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.EA.US\",\"0498_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.EN.US\",\"0914_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.EX.US\",\"0737_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.GE.US\",\"0437_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.NE.US\",\"0559_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.OC.US\",\"0855_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.PX.US\",\"0796_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.TR.US\",\"0678_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.GG.AR.US\",\"0012_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.HN.US\",\"0337_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.BE.US\",\"0633_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.EA.US\",\"0513_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.EN.US\",\"0928_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.EX.US\",\"0751_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.GE.US\",\"0452_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.NE.US\",\"0574_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.OC.US\",\"0869_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.PX.US\",\"0810_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.TR.US\",\"0692_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.MA.AR.US\",\"0026_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.NC.US\",\"0324_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OF.US\",\"0311_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.BE.US\",\"0659_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.EA.US\",\"0539_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.EN.US\",\"0954_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.EX.US\",\"0777_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.GE.US\",\"0478_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.NE.US\",\"0600_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.OC.US\",\"0895_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.PX.US\",\"0836_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.TR.US\",\"0718_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTL.CD.OT.AR.US\",\"0052_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.BE.US\",\"0648_T1.6_.... Other debt liabilities 3/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.EA.US\",\"0528_T1.5_.... Other debt instruments 4/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.EN.US\",\"0943_T1.6_.... Other debt liabilities 3/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.EX.US\",\"0766_T1.6_.... Other debt liabilities 3/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.GE.US\",\"0467_T1.5_.... Other debt instruments 4/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.NE.US\",\"0589_T1.5_.... Other debt instruments 4/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.OC.US\",\"0884_T1.6_.... Other debt liabilities 3/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.PX.US\",\"0825_T1.6_.... Other debt liabilities 3/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.TR.US\",\"0707_T1.6_.... Other debt liabilities 3/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.CB.AR.US\",\"0041_T1_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.BE.US\",\"0621_T1.6_.... Other debt liabilities 3/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.EA.US\",\"0500_T1.5_.... Other debt instruments 4/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.EN.US\",\"0916_T1.6_.... Other debt liabilities 3/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.EX.US\",\"0739_T1.6_.... Other debt liabilities 3/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.GE.US\",\"0439_T1.5_.... Other debt instruments 4/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.NE.US\",\"0561_T1.5_.... Other debt instruments 4/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.OC.US\",\"0857_T1.6_.... Other debt liabilities 3/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.PX.US\",\"0798_T1.6_.... Other debt liabilities 3/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.TR.US\",\"0680_T1.6_.... Other debt liabilities 3/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.GG.AR.US\",\"0014_T1_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.HN.US\",\"0339_T1.2_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.BE.US\",\"0635_T1.6_.... Other debt liabilities 3/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.EA.US\",\"0515_T1.5_.... Other debt instruments 4/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.EN.US\",\"0930_T1.6_.... Other debt liabilities 3/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.EX.US\",\"0753_T1.6_.... Other debt liabilities 3/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.GE.US\",\"0454_T1.5_.... Other debt instruments 4/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.NE.US\",\"0576_T1.5_.... Other debt instruments 4/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.OC.US\",\"0871_T1.6_.... Other debt liabilities 3/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.PX.US\",\"0812_T1.6_.... Other debt liabilities 3/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.TR.US\",\"0694_T1.6_.... Other debt liabilities 3/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.MA.AR.US\",\"0028_T1_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.NC.US\",\"0326_T1.2_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OF.US\",\"0313_T1.2_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.BE.US\",\"0661_T1.6_.... Other debt liabilities 3/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.EA.US\",\"0541_T1.5_.... Other debt instruments 4/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.EN.US\",\"0956_T1.6_.... Other debt liabilities 3/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.EX.US\",\"0779_T1.6_.... Other debt liabilities 3/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.GE.US\",\"0480_T1.5_.... Other debt instruments 4/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.NE.US\",\"0602_T1.5_.... Other debt instruments 4/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.OC.US\",\"0897_T1.6_.... Other debt liabilities 3/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.PX.US\",\"0838_T1.6_.... Other debt liabilities 3/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.TR.US\",\"0720_T1.6_.... Other debt liabilities 3/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTO.CD.OT.AR.US\",\"0054_T1_.... Other debt liabilities 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.BE.US\",\"0616_T1.6_.... Special drawing rights (allocations) (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.EA.US\",\"0495_T1.5_.... Special drawing rights (SDRs) (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.EN.US\",\"0911_T1.6_.... Special drawing rights (allocations) (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.EX.US\",\"0734_T1.6_.... Special drawing rights (allocations) (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.GE.US\",\"0434_T1.5_.... Special drawing rights (SDRs) (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.NE.US\",\"0556_T1.5_.... Special drawing rights (SDRs) (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.OC.US\",\"0852_T1.6_.... Special drawing rights (allocations) (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.PX.US\",\"0793_T1.6_.... Special drawing rights (allocations) (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.TR.US\",\"0675_T1.6_.... Special drawing rights (allocations) (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.GG.US\",\"0009_T1_.... Special drawing rights (allocations) 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.BE.US\",\"0630_T1.6_.... Special drawing rights (allocations) (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.EA.US\",\"0510_T1.5_.... Special drawing rights (SDRs) (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.EN.US\",\"0925_T1.6_.... Special drawing rights (allocations) (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.EX.US\",\"0748_T1.6_.... Special drawing rights (allocations) (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.GE.US\",\"0449_T1.5_.... Special drawing rights (SDRs) (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.NE.US\",\"0571_T1.5_.... Special drawing rights (SDRs) (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.OC.US\",\"0866_T1.6_.... Special drawing rights (allocations) (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.PX.US\",\"0807_T1.6_.... Special drawing rights (allocations) (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.TR.US\",\"0689_T1.6_.... Special drawing rights (allocations) (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTS.CD.MA.AR.US\",\"0023_T1_.... Special drawing rights (allocations) 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.BE.US\",\"0647_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.EA.US\",\"0527_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.EN.US\",\"0942_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.EX.US\",\"0765_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.GE.US\",\"0466_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.NE.US\",\"0588_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.OC.US\",\"0883_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.PX.US\",\"0824_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.TR.US\",\"0706_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.CB.AR.US\",\"0040_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.BE.US\",\"0620_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.EA.US\",\"0499_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.EN.US\",\"0915_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.EX.US\",\"0738_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.GE.US\",\"0438_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.NE.US\",\"0560_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.OC.US\",\"0856_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.PX.US\",\"0797_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.TR.US\",\"0679_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.GG.AR.US\",\"0013_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.HN.US\",\"0338_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.BE.US\",\"0634_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.EA.US\",\"0514_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.EN.US\",\"0929_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.EX.US\",\"0752_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.GE.US\",\"0453_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.NE.US\",\"0575_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.OC.US\",\"0870_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.PX.US\",\"0811_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.TR.US\",\"0693_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.MA.AR.US\",\"0027_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.NC.US\",\"0325_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OF.US\",\"0312_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.BE.US\",\"0660_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.EA.US\",\"0540_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.EN.US\",\"0955_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.EX.US\",\"0778_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.GE.US\",\"0479_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.NE.US\",\"0601_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.OC.US\",\"0896_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.PX.US\",\"0837_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.TR.US\",\"0719_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLTT.CD.OT.AR.US\",\"0053_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD\",\"External debt stocks, long-term (DOD, current US$)\",\"Long-term debt is debt that has an original or extended maturity of more than one year. It has three components: public, publicly guaranteed, and private nonguaranteed debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DLXF.CD.CB.AR.BE.US\",\"0643_T1.6_.. Long-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.EA.US\",\"0523_T1.5_.. Long-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.EN.US\",\"0938_T1.6_.. Long-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.EX.US\",\"0761_T1.6_.. Long-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.GE.US\",\"0462_T1.5_.. Long-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.NE.US\",\"0584_T1.5_.. Long-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.OC.US\",\"0879_T1.6_.. Long-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.PX.US\",\"0820_T1.6_.. Long-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.TR.US\",\"0702_T1.6_.. Long-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.AR.US\",\"0036_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.TD.MP.US\",\"0279_T1.1_.. Long-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.TD.MV.US\",\"0294_T1.1_.. Long-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.CB.TD.NV.US\",\"0264_T1.1_.. Long-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.DC.T5.US\",\"254_T5_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.CB.EU.US\",\"1004_T2.1_.. Long-term (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.CB.JY.US\",\"1021_T2.1_.. Long-term (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.CB.OT.US\",\"1038_T2.1_.. Long-term (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.CB.TO.US\",\"0970_T2.1_.. Long-term (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.CB.US.US\",\"0987_T2.1_.. Long-term (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.GG.EU.US\",\"0998_T2.1_.. Long-term 5/ (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.GG.JY.US\",\"1015_T2.1_.. Long-term 5/ (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.GG.OT.US\",\"1032_T2.1_.. Long-term 5/ (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.GG.TO.US\",\"0964_T2.1_.. Long-term 5/ (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.GG.US.US\",\"0981_T2.1_.. Long-term 5/ (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.MA.EU.US\",\"1001_T2.1_.. Long-term 5/ (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.MA.JY.US\",\"1018_T2.1_.. Long-term 5/ (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.MA.OT.US\",\"1035_T2.1_.. Long-term 5/ (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.MA.TO.US\",\"0967_T2.1_.. Long-term 5/ (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.MA.US.US\",\"0984_T2.1_.. Long-term 5/ (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.OT.EU.US\",\"1007_T2.1_.. Long-term (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.OT.JY.US\",\"1024_T2.1_.. Long-term (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.OT.OT.US\",\"1041_T2.1_.. Long-term (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.OT.TO.US\",\"0973_T2.1_.. Long-term (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.OT.US.US\",\"0990_T2.1_.. Long-term (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.FC.T5.US\",\"251_T5_.. Long-term 5/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.BE.US\",\"0615_T1.6_Long-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.EA.US\",\"0494_T1.5_.. Long-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.EN.US\",\"0910_T1.6_.. Long-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.EX.US\",\"0733_T1.6_.. Long-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.GE.US\",\"0433_T1.5_.. Long-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.NE.US\",\"0555_T1.5_.. Long-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.OC.US\",\"0851_T1.6_.. Long-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.PX.US\",\"0792_T1.6_.. Long-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.TR.US\",\"0674_T1.6_.. Long-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.AR.US\",\"0008_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.TD.MP.US\",\"0273_T1.1_.. Long-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.TD.MV.US\",\"0288_T1.1_.. Long-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.GG.TD.NV.US\",\"0258_T1.1_.. Long-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.HN.US\",\"0334_T1.2_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.BE.US\",\"0629_T1.6_.. Long-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.EA.US\",\"0509_T1.5_.. Long-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.EN.US\",\"0924_T1.6_.. Long-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.EX.US\",\"0747_T1.6_.. Long-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.GE.US\",\"0448_T1.5_.. Long-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.NE.US\",\"0570_T1.5_.. Long-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.OC.US\",\"0865_T1.6_.. Long-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.PX.US\",\"0806_T1.6_.. Long-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.TR.US\",\"0688_T1.6_.. Long-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.AR.US\",\"0022_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.TD.MP.US\",\"0276_T1.1_.. Long-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.TD.MV.US\",\"0291_T1.1_.. Long-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.MA.TD.NV.US\",\"0261_T1.1_.. Long-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.NC.US\",\"0321_T1.2_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OF.US\",\"0308_T1.2_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.BE.US\",\"0656_T1.6_.. Long-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.EA.US\",\"0536_T1.5_.. Long-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.EN.US\",\"0951_T1.6_.. Long-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.EX.US\",\"0774_T1.6_.. Long-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.GE.US\",\"0475_T1.5_.. Long-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.NE.US\",\"0597_T1.5_.. Long-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.OC.US\",\"0892_T1.6_.. Long-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.PX.US\",\"0833_T1.6_.. Long-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.TR.US\",\"0715_T1.6_.. Long-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.AR.US\",\"0049_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.TD.MP.US\",\"0282_T1.1_.. Long-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.TD.MV.US\",\"0297_T1.1_.. Long-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.OT.TD.NV.US\",\"0267_T1.1_.. Long-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.CD.US\",\"Long-term, Total\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.PR.DS.US\",\"0390_T1.3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DLXF.PU.DS.US\",\"0387_T1.3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DPNG.CD\",\"External debt stocks, private nonguaranteed (PNG) (DOD, current US$)\",\"Private nonguaranteed external debt comprises long-term external obligations of private debtors that are not guaranteed for repayment by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DPNG.CD.AR.US\",\"016_T1_.. Private Sector External Debt Not Publicly Guaranteed \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPNG.CD.LT.US\",\"009_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPNG.CD.ST.US\",\"008_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPNG.CD.US\",\"007_T1_Private Sector External Debt Not Publicly Guaranteed 5/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPPC.CD.DT.T5.US\",\"256_T5_Public and Publicly-Guaranteed Private Sector External Debt Position \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPPC.CD.TO.US\",\"191_T3_Total\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DPPG.AR.US\",\"0377_T1.3_Arrears\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DPPG.CD\",\"External debt stocks, public and publicly guaranteed (PPG) (DOD, current US$)\",\"Public and publicly guaranteed debt comprises long-term external obligations of public debtors, including the national government, political subdivisions (or an agency of either), and autonomous public bodies, and external obligations of private debtors that are guaranteed for repayment by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DPPG.CD.AR.US\",\"0376_T1.3_TOTAL\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DPPG.DS.US\",\"0384_T1.3_Debt securities 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.BE.US\",\"0638_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.EA.US\",\"0518_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.EN.US\",\"0933_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.EX.US\",\"0756_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.GE.US\",\"0457_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.NE.US\",\"0579_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.OC.US\",\"0874_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.PX.US\",\"0815_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.TR.US\",\"0697_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.CB.AR.US\",\"0031_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.BE.US\",\"0610_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.EA.US\",\"0488_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.EN.US\",\"0905_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.EX.US\",\"0728_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.GE.US\",\"0427_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.NE.US\",\"0549_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.OC.US\",\"0846_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.PX.US\",\"0787_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.TR.US\",\"0669_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.GG.AR.US\",\"0003_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.HN.US\",\"0329_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.BE.US\",\"0624_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.EA.US\",\"0503_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.EN.US\",\"0919_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.EX.US\",\"0742_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.GE.US\",\"0442_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.NE.US\",\"0564_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.OC.US\",\"0860_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.PX.US\",\"0801_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.TR.US\",\"0683_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.MA.AR.US\",\"0017_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.NC.US\",\"0316_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OF.US\",\"0303_T1.2_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.BE.US\",\"0651_T1.6_.... Currency and deposits 2/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.EA.US\",\"0531_T1.5_.... Currency and deposits 2/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.EN.US\",\"0946_T1.6_.... Currency and deposits 2/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.EX.US\",\"0769_T1.6_.... Currency and deposits 2/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.GE.US\",\"0470_T1.5_.... Currency and deposits 2/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.NE.US\",\"0592_T1.5_.... Currency and deposits 2/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.OC.US\",\"0887_T1.6_.... Currency and deposits 2/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.PX.US\",\"0828_T1.6_.... Currency and deposits 2/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.TR.US\",\"0710_T1.6_.... Currency and deposits 2/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSCD.CD.OT.AR.US\",\"0044_T1_.... Currency and deposits 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.BE.US\",\"0642_T1.6_.... Other debt liabilities 3/ 4/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.EA.US\",\"0522_T1.5_.... Other debt instruments 4/ 5/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.EN.US\",\"0937_T1.6_.... Other debt liabilities 3/ 4/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.EX.US\",\"0760_T1.6_.... Other debt liabilities 3/ 4/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.GE.US\",\"0461_T1.5_.... Other debt instruments 4/ 5/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.NE.US\",\"0583_T1.5_.... Other debt instruments 4/ 5/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.OC.US\",\"0878_T1.6_.... Other debt liabilities 3/ 4/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.PX.US\",\"0819_T1.6_.... Other debt liabilities 3/ 4/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.TR.US\",\"0701_T1.6_.... Other debt liabilities 3/ 4/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.CB.AR.US\",\"0035_T1_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.BE.US\",\"0614_T1.6_.... Other debt liabilities 3/ 4/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.EA.US\",\"0493_T1.5_.... Other debt instruments 4/ 5/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.EN.US\",\"0909_T1.6_.... Other debt liabilities 3/ 4/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.EX.US\",\"0732_T1.6_.... Other debt liabilities 3/ 4/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.GE.US\",\"0432_T1.5_.... Other debt instruments 4/ 5/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.NE.US\",\"0554_T1.5_.... Other debt instruments 4/ 5/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.OC.US\",\"0850_T1.6_.... Other debt liabilities 3/ 4/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.PX.US\",\"0791_T1.6_.... Other debt liabilities 3/ 4/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.TR.US\",\"0673_T1.6_.... Other debt liabilities 3/ 4/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.GG.AR.US\",\"0007_T1_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.BE.US\",\"0628_T1.6_.... Other debt liabilities 3/ 4/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.EA.US\",\"0508_T1.5_.... Other debt instruments 4/ 5/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.EN.US\",\"0923_T1.6_.... Other debt liabilities 3/ 4/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.EX.US\",\"0746_T1.6_.... Other debt liabilities 3/ 4/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.GE.US\",\"0447_T1.5_.... Other debt instruments 4/ 5/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.NE.US\",\"0569_T1.5_.... Other debt instruments 4/ 5/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.OC.US\",\"0864_T1.6_.... Other debt liabilities 3/ 4/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.PX.US\",\"0805_T1.6_.... Other debt liabilities 3/ 4/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.TR.US\",\"0687_T1.6_.... Other debt liabilities 3/ 4/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.MA.AR.US\",\"0021_T1_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.BE.US\",\"0655_T1.6_.... Other debt liabilities 3/ 4/ (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.EA.US\",\"0535_T1.5_.... Other debt instruments 4/ 5/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.EN.US\",\"0950_T1.6_.... Other debt liabilities 3/ 4/ (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.EX.US\",\"0773_T1.6_.... Other debt liabilities 3/ 4/ (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.GE.US\",\"0474_T1.5_.... Other debt instruments 4/ 5/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.NE.US\",\"0596_T1.5_.... Other debt instruments 4/ 5/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.OC.US\",\"0891_T1.6_.... Other debt liabilities 3/ 4/ (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.PX.US\",\"0832_T1.6_.... Other debt liabilities 3/ 4/ (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.TR.US\",\"0714_T1.6_.... Other debt liabilities 3/ 4/ (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSOO.CD.OT.AR.US\",\"0048_T1_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD\",\"External debt stocks, short-term (DOD, current US$)\",\"Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DSTC.CD.CB.AR.BE.US\",\"0637_T1.6_.. Short-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.EA.US\",\"0517_T1.5_.. Short-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.EN.US\",\"0932_T1.6_.. Short-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.EX.US\",\"0755_T1.6_.. Short-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.GE.US\",\"0456_T1.5_.. Short-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.NE.US\",\"0578_T1.5_.. Short-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.OC.US\",\"0873_T1.6_.. Short-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.PX.US\",\"0814_T1.6_.. Short-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.TR.US\",\"0696_T1.6_.. Short-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.AR.US\",\"0030_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.TD.MP.US\",\"0278_T1.1_.. Short-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.TD.MV.US\",\"0293_T1.1_.. Short-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.CB.TD.NV.US\",\"0263_T1.1_.. Short-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.DC.T5.US\",\"253_T5_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.CB.EU.US\",\"1003_T2.1_.. Short-term 4/ (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.CB.JY.US\",\"1020_T2.1_.. Short-term 4/ (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.CB.OT.US\",\"1037_T2.1_.. Short-term 4/ (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.CB.TO.US\",\"0969_T2.1_.. Short-term 4/ (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.CB.US.US\",\"0986_T2.1_.. Short-term 4/ (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.GG.EU.US\",\"0997_T2.1_.. Short-term 4/ (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.GG.JY.US\",\"1014_T2.1_.. Short-term 4/ (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.GG.OT.US\",\"1031_T2.1_.. Short-term 4/ (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.GG.TO.US\",\"0963_T2.1_.. Short-term 4/ (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.GG.US.US\",\"0980_T2.1_.. Short-term 4/ (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.MA.EU.US\",\"1000_T2.1_.. Short-term (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.MA.JY.US\",\"1017_T2.1_.. Short-term (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.MA.OT.US\",\"1034_T2.1_.. Short-term (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.MA.TO.US\",\"0966_T2.1_.. Short-term (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.MA.US.US\",\"0983_T2.1_.. Short-term (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.OT.EU.US\",\"1006_T2.1_.. Short-term 4/ (Euro)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.OT.JY.US\",\"1023_T2.1_.. Short-term 4/ (Yen)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.OT.OT.US\",\"1040_T2.1_.. Short-term 4/ (Other)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.OT.TO.US\",\"0972_T2.1_.. Short-term 4/ (Total)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.OT.US.US\",\"0989_T2.1_.. Short-term 4/ (U.S. dollar)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.FC.T5.US\",\"250_T5_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.BE.US\",\"0609_T1.6_.. Short-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.EA.US\",\"0487_T1.5_.. Short-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.EN.US\",\"0904_T1.6_.. Short-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.EX.US\",\"0727_T1.6_.. Short-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.GE.US\",\"0426_T1.5_.. Short-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.NE.US\",\"0548_T1.5_.. Short-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.OC.US\",\"0845_T1.6_.. Short-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.PX.US\",\"0786_T1.6_.. Short-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.TR.US\",\"0668_T1.6_.. Short-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.AR.US\",\"0002_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.TD.MP.US\",\"0272_T1.1_.. Short-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.TD.MV.US\",\"0287_T1.1_.. Short-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.GG.TD.NV.US\",\"0257_T1.1_.. Short-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.HN.US\",\"0328_T1.2_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.BE.US\",\"0623_T1.6_.. Short-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.EA.US\",\"0502_T1.5_.. Short-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.EN.US\",\"0918_T1.6_.. Short-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.EX.US\",\"0741_T1.6_.. Short-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.GE.US\",\"0441_T1.5_.. Short-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.NE.US\",\"0563_T1.5_.. Short-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.OC.US\",\"0859_T1.6_.. Short-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.PX.US\",\"0800_T1.6_.. Short-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.TR.US\",\"0682_T1.6_.. Short-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.AR.US\",\"0016_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.TD.MP.US\",\"0275_T1.1_.. Short-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.TD.MV.US\",\"0290_T1.1_.. Short-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.MA.TD.NV.US\",\"0260_T1.1_.. Short-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.NC.US\",\"0315_T1.2_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OF.US\",\"0302_T1.2_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.BE.US\",\"0650_T1.6_.. Short-term (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.EA.US\",\"0530_T1.5_.. Short-term (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.EN.US\",\"0945_T1.6_.. Short-term (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.EX.US\",\"0768_T1.6_.. Short-term (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.GE.US\",\"0469_T1.5_.. Short-term (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.NE.US\",\"0591_T1.5_.. Short-term (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.OC.US\",\"0886_T1.6_.. Short-term (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.PX.US\",\"0827_T1.6_.. Short-term (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.TR.US\",\"0709_T1.6_.. Short-term (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.OT.AR.US\",\"0043_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.CD.US\",\"Short-term, Total\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.IR.ZS\",\"Short-term debt (% of total reserves)\",\"Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Total reserves includes gold.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DSTC.PR.DS.US\",\"0389_T1.3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.PU.DS.US\",\"0386_T1.3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTC.XP.ZS\",\"Short-term debt (% of exports of goods, services and primary income)\",\"Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DSTC.ZS\",\"Short-term debt (% of total external debt)\",\"Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.DSTL.CD.CB.AR.BE.US\",\"0640_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.EA.US\",\"0520_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.EN.US\",\"0935_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.EX.US\",\"0758_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.GE.US\",\"0459_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.NE.US\",\"0581_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.OC.US\",\"0876_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.PX.US\",\"0817_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.TR.US\",\"0699_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.CB.AR.US\",\"0033_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.BE.US\",\"0612_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.EA.US\",\"0490_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.EN.US\",\"0907_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.EX.US\",\"0730_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.GE.US\",\"0429_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.NE.US\",\"0551_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.OC.US\",\"0848_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.PX.US\",\"0789_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.TR.US\",\"0671_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.GG.AR.US\",\"0005_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.HN.US\",\"0331_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.BE.US\",\"0626_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.EA.US\",\"0505_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.EN.US\",\"0921_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.EX.US\",\"0744_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.GE.US\",\"0444_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.NE.US\",\"0566_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.OC.US\",\"0862_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.PX.US\",\"0803_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.TR.US\",\"0685_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.MA.AR.US\",\"0019_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.NC.US\",\"0318_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OF.US\",\"0305_T1.2_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.BE.US\",\"0653_T1.6_.... Loans (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.EA.US\",\"0533_T1.5_.... Loans (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.EN.US\",\"0948_T1.6_.... Loans (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.EX.US\",\"0771_T1.6_.... Loans (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.GE.US\",\"0472_T1.5_.... Loans (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.NE.US\",\"0594_T1.5_.... Loans (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.OC.US\",\"0889_T1.6_.... Loans (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.PX.US\",\"0830_T1.6_.... Loans (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.TR.US\",\"0712_T1.6_.... Loans (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTL.CD.OT.AR.US\",\"0046_T1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.BE.US\",\"0639_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.EA.US\",\"0519_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.EN.US\",\"0934_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.EX.US\",\"0757_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.GE.US\",\"0458_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.NE.US\",\"0580_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.OC.US\",\"0875_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.PX.US\",\"0816_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.TR.US\",\"0698_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.CB.AR.US\",\"0032_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.BE.US\",\"0611_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.EA.US\",\"0489_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.EN.US\",\"0906_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.EX.US\",\"0729_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.GE.US\",\"0428_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.NE.US\",\"0550_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.OC.US\",\"0847_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.PX.US\",\"0788_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.TR.US\",\"0670_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.GG.AR.US\",\"0004_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.HN.US\",\"0330_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.BE.US\",\"0625_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.EA.US\",\"0504_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.EN.US\",\"0920_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.EX.US\",\"0743_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.GE.US\",\"0443_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.NE.US\",\"0565_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.OC.US\",\"0861_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.PX.US\",\"0802_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.TR.US\",\"0684_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.MA.AR.US\",\"0018_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.NC.US\",\"0317_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OF.US\",\"0304_T1.2_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.BE.US\",\"0652_T1.6_.... Debt securities (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.EA.US\",\"0532_T1.5_.... Debt securities (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.EN.US\",\"0947_T1.6_.... Debt securities (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.EX.US\",\"0770_T1.6_.... Debt securities (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.GE.US\",\"0471_T1.5_.... Debt securities (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.NE.US\",\"0593_T1.5_.... Debt securities (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.OC.US\",\"0888_T1.6_.... Debt securities (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.PX.US\",\"0829_T1.6_.... Debt securities (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.TR.US\",\"0711_T1.6_.... Debt securities (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTM.CD.OT.AR.US\",\"0045_T1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTO.CD.HN.US\",\"0333_T1.2_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTO.CD.NC.US\",\"0320_T1.2_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTO.CD.OF.US\",\"0307_T1.2_.... Other debt liabilities 4/ 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.BE.US\",\"0641_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.EA.US\",\"0521_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.EN.US\",\"0936_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.EX.US\",\"0759_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.GE.US\",\"0460_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.NE.US\",\"0582_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.OC.US\",\"0877_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.PX.US\",\"0818_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.TR.US\",\"0700_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.CB.AR.US\",\"0034_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.BE.US\",\"0613_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.EA.US\",\"0491_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.EN.US\",\"0908_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.EX.US\",\"0731_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.GE.US\",\"0430_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.NE.US\",\"0552_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.OC.US\",\"0849_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.PX.US\",\"0790_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.TR.US\",\"0672_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.GG.AR.US\",\"0006_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.HN.US\",\"0332_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.BE.US\",\"0627_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.EA.US\",\"0506_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.EN.US\",\"0922_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.EX.US\",\"0745_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.GE.US\",\"0445_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.NE.US\",\"0567_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.OC.US\",\"0863_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.PX.US\",\"0804_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.TR.US\",\"0686_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.MA.AR.US\",\"0020_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.NC.US\",\"0319_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OF.US\",\"0306_T1.2_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.BE.US\",\"0654_T1.6_.... Trade credit and advances (Positon at beginning of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.EA.US\",\"0534_T1.5_.... Trade credit and advances (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.EN.US\",\"0949_T1.6_.... Trade credit and advances (Positon at end of period)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.EX.US\",\"0772_T1.6_.... Trade credit and advances (Exchange rate changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.GE.US\",\"0473_T1.5_.... Trade credit and advances (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.NE.US\",\"0595_T1.5_.... Trade credit and advances (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.OC.US\",\"0890_T1.6_.... Trade credit and advances (Other changes in volume)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.PX.US\",\"0831_T1.6_.... Trade credit and advances (Other price changes)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.TR.US\",\"0713_T1.6_.... Trade credit and advances (Transactions)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.AR.US\",\"0047_T1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.TD.MP.US\",\"0281_T1.1_.. Short-term (Difference Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.TD.MV.US\",\"0296_T1.1_.. Short-term (Market Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSTT.CD.OT.TD.NV.US\",\"0266_T1.1_.. Short-term (Nominal Value)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.GG.AR.EA.US\",\"0492_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.GG.AR.GE.US\",\"0431_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.GG.AR.NE.US\",\"0553_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.MA.AR.EA.US\",\"0507_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (External Assets in Debt Instruments )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.MA.AR.GE.US\",\"0446_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (Gross External Debt Position)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.DSUN.CD.MA.AR.NE.US\",\"0568_T1.5_.... Unallocated gold accounts included in monetary gold 3/ (Net External Debt )\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.LOLT.CD.PR.AR.US\",\"0369_T1.3_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.LOLT.CD.PU.AR.US\",\"0352_T1.3_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.LOST.CD.PR.AR.US\",\"0363_T1.3_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.LOST.CD.PU.AR.US\",\"0345_T1.3_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.MDRI.CD\",\"Debt forgiveness grants (current US$)\",\"Debt forgiveness grants data cover both debt cancelled by agreement between debtor and creditor and a reduction in the net present value of non-ODA debt achieved by concessional rescheduling or refinancing. The data are on a disbursement basis and cover flows from all bilateral and multilateral donors. Data are in current U.S. dollars. Regional and unspecified allocations are excluded from aggregate data. \",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.DOD.MIBR.CD\",\"PPG, IBRD (DOD, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.MIDA.CD\",\"PPG, IDA (DOD, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.MLAT.CD\",\"PPG, multilateral (DOD, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.MLAT.ZS\",\"Multilateral debt (% of total external debt)\",\"Multilateral debt to total external debt stocks.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.MLTC.CD\",\"PPG, multilateral concessional (DOD, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.MLTN.CD\",\"Debt outstanding and disbursed, PPG Multilateral on nonconcessional terms (DOD, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.MMST.CD.PR.AR.US\",\"0362_T1.3_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.MMST.CD.PU.AR.US\",\"0344_T1.3_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.MWBG.CD\",\"IBRD loans and IDA credits (DOD, current US$)\",\"IBRD loans and IDA credits are public and publicly guaranteed debt extended by the World Bank Group. The International Bank for Reconstruction and Development (IBRD) lends at market rates. Credits from the International Development Association (IDA) are at concessional rates. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.OFFT.CD\",\"PPG, official creditors (DOD, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.OFFT.CD.PR.AR.US\",\"0359_T1.3_Publicly Guaranteed Private Sector External Debt 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.CD.PU.AR.US\",\"0341_T1.3_Public Sector External Debt 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PR.AR.US\",\"0381_T1.3_.. Publicly-Guaranteed Private Sector External Debt 10/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PR.DS.US\",\"0388_T1.3_.. Publicly-Guaranteed Private Sector External Debt\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PR.IN.AR.US\",\"0383_T1.3_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PR.PR.AR.US\",\"0382_T1.3_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PU.AR.US\",\"0378_T1.3_.. Public Sector External Debt 10/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PU.DS.US\",\"0385_T1.3_.. Public Sector External Debt\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PU.IN.AR.US\",\"0380_T1.3_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OFFT.PU.PR.AR.US\",\"0379_T1.3_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OLLT.CD.PR.AR.US\",\"0371_T1.3_.... Other debt liabilities 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OLLT.CD.PU.AR.US\",\"0354_T1.3_.... Other debt liabilities 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OOST.CD.PR.AR.US\",\"0365_T1.3_.... Other debt liabilities 6/ 7/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.OOST.CD.PU.AR.US\",\"0347_T1.3_.... Other debt liabilities 6/ 7/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.PBND.CD\",\"PPG, bonds (DOD, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PCBK.CD\",\"PPG, commercial banks (DOD, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PCCR.US\",\"192_T3_Paris Club member creditors 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPR.LT.US\",\"198_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPR.ST.US\",\"197_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPR.US\",\"196_T3_.. Publicly-Guaranteed Private Sector External Debt\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPU.LT.US\",\"195_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPU.ST.US\",\"194_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PCPU.US\",\"193_T3_.. Public Sector External Debt\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PGNG.CD\",\"Debt outstanding and disbursed, PPG and PNG private creditors (DOD, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end.  Private nonguaranteed long-term debt outstanding and disbursed (LDOD) is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Long-term debt outstanding and disbursed (LDOD) is the total outstanding long-term debt at year end. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.PNGB.CD\",\"PNG, bonds (DOD, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Private nonguaranteed long-term debt outstanding and disbursed is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PNGC.CD\",\"PNG, commercial banks and other creditors (DOD, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Private nonguaranteed long-term debt outstanding and disbursed is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PRAE.IL.US\",\"232_T4_.... Debt liabilities of direct investors to direct investment enterprises \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBA.CD.LT.US\",\"184_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBA.CD.ST.US\",\"183_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBA.CD.US\",\"182_T3_.. Deposit-taking Corporations, except the Central Bank, creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBL.CD.LT.US\",\"181_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBL.CD.ST.US\",\"180_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBL.CD.US\",\"179_T3_.. Official bilateral creditors 4/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRBN.LT.AR.US\",\"226_T4_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRCD.LT.AR.US\",\"225_T4_.... Currency and deposits 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRCD.ST.AR.US\",\"219_T4_.... Currency and deposits 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRDI.IL.US\",\"231_T4_.... Debt liabilities of direct investment enterprises to direct investors \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRFE.IL.US\",\"233_T4_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRLO.LT.AR.US\",\"227_T4_.... Loans\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRLO.ST.AR.US\",\"221_T4_.... Loans\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRLT.CD.PR.AR.US\",\"0366_T1.3_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.PRMM.ST.AR.US\",\"220_T4_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRMU.CD.LT.US\",\"178_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRMU.CD.ST.US\",\"177_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRMU.CD.US\",\"176_T3_.. Multilateral creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PROD.LT.AR.US\",\"229_T4_.... Other debt liabilities 7/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PROD.ST.AR.US\",\"223_T4_.... Other debt liabilities 7/ 8/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PROP.CD\",\"PPG, other private creditors (DOD, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PROT.CD.LT.US\",\"187_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PROT.CD.ST.US\",\"186_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PROT.CD.US\",\"185_T3_.. Other creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRST.CD.PR.AR.US\",\"0360_T1.3_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.PRTC.LT.AR.US\",\"228_T4_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRTC.ST.AR.US\",\"222_T4_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRTD.CD.LT.US\",\"190_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRTD.CD.ST.US\",\"189_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRTD.CD.US\",\"188_T3_.. Debt securities' holders 5/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.AR.T4.US\",\"239_T4_.. Publicly-Guaranteed Private Sector External Debt 11/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.CD\",\"External debt stocks, long-term private sector (DOD, current US$)\",\"Long-term private sector external debt conveys information about the distribution of long-term debt for DRS countries by type of debtor (private banks and private entities). Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PRVS.CD.AR.US\",\"015_T1_.. Publicly-Guaranteed Private Sector External Debt \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.CD.LT.US\",\"006_T1_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.CD.ST.US\",\"005_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.CD.T3.US\",\"175_T3_Publicly-Guaranteed Private Sector External Debt\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.CD.US\",\"004_T1_Publicly-Guaranteed Private Sector External Debt 4/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.DI.US\",\"230_T4_.. Direct Investment: Intercompany Lending 10/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.DS.LT.T4.US\",\"248_T4_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.DS.ST.T4.US\",\"247_T4_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.DS.T4.US\",\"246_T4_.. Publicly-Guaranteed Private Sector External Debt \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.IR.T4.US\",\"241_T4_.... Interest\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.LT.TO.US\",\"224_T4_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.PR.T4.US\",\"240_T4_.... Principal\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.ST.AR.US\",\"218_T4_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVS.TO.T4.US\",\"217_T4_Publicly Guaranteed Private Sector External Debt 5/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PRVT.CD\",\"PPG, private creditors (DOD, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PSDR.LT.AR.US\",\"207_T4_.... Special drawing rights (allocations) 9/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUAE.IL.US\",\"215_T4_.... Debt liabilities of direct investors to direct investment enterprises \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBA.CD.LT.US\",\"168_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBA.CD.ST.US\",\"167_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBA.CD.US\",\"166_T3_.. Deposit-taking Corporations, except the Central Bank, creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBL.CD.LT.US\",\"165_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBL.CD.ST.US\",\"164_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBL.CD.US\",\"163_T3_.. Official bilateral creditors 4/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBN.LT.AR.US\",\"209_T4_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.AR.T4.US\",\"236_T4_.. Public Sector External Debt 11/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.CD\",\"External debt stocks, long-term public sector (DOD, current US$)\",\"Long-term public sector external debt conveys information about the distribution of long-term debt for DRS countries by type of debtor (central government, state and local government, central bank, public and mixed enterprises, and official development banks). Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PUBS.CD.AR.US\",\"014_T1_.. Public Sector External Debt \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.CD.LT.US\",\"003_T1_.. Long-term *\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.CD.ST.US\",\"002_T1_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.CD.T3.US\",\"159_T3_Public Sector External Debt\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.CD.US\",\"001_T1_Public Sector External Debt 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.DI.US\",\"213_T4_.. Direct investment: Intercompany lending 10/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.DS.LT.T4.US\",\"245_T4_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.DS.ST.T4.US\",\"244_T4_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.DS.T4.US\",\"243_T4_.. Public Sector External Debt \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.IR.T4.US\",\"238_T4_.... Interest\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.LT.TO.US\",\"206_T4_.. Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.PR.T4.US\",\"237_T4_.... Principal\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.ST.AR.US\",\"200_T4_.. Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUBS.TO.T4.US\",\"199_T4_Public Sector External Debt 4/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUCD.LT.AR.US\",\"208_T4_.... Currency and deposits 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUCD.ST.AR.US\",\"201_T4_.... Currency and deposits 6/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUDI.IL.US\",\"214_T4_.... Debt liabilities of direct investment enterprises to direct investors \",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUFE.IL.US\",\"216_T4_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PULO.LT.AR.US\",\"210_T4_.... Loans\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PULO.ST.AR.US\",\"203_T4_.... Loans\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PULT.CD.PU.AR.US\",\"0348_T1.3_.. Long-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.PUMM.ST.AR.US\",\"202_T4_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUMU.CD.LT.US\",\"162_T3_.... Long-term*\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUMU.CD.ST.US\",\"161_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUMU.CD.US\",\"160_T3_.. Multilateral creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUOD.LT.AR.US\",\"212_T4_.... Other debt liabilities 7/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUOO.ST.AR.US\",\"205_T4_.... Other debt liabilities 7/ 8/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUOT.CD.LT.US\",\"171_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUOT.CD.ST.US\",\"170_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUOT.CD.US\",\"169_T3_.. Other creditors\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUST.CD.PU.AR.US\",\"0342_T1.3_.. Short-term\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.PUTC.LT.AR.US\",\"211_T4_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUTC.ST.AR.US\",\"204_T4_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUTD.CD.LT.US\",\"174_T3_.... Long-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUTD.CD.ST.US\",\"173_T3_.... Short-term\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PUTD.CD.US\",\"172_T3_.. Debt securities' holders 5/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.DOD.PVLX.CD\",\"Present value of external debt (current US$)\",\"Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PVLX.EX.ZS\",\"Present value of external debt (% of exports of goods, services and primary income)\",\"Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. The exports denominator is a three-year average.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PVLX.GN.ZS\",\"Present value of external debt (% of GNI)\",\"Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans. The GNI denominator is a three-year average.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.PVLX.ND.ZS\",\"Present value to nominal value of debt (%)\",\"Present value of debt is the sum of short-term external debt plus the discounted sum of total debt service payments due on public, publicly guaranteed, and private nonguaranteed long-term external debt over the life of existing loans.  Total external debt is debt owed to nonresidents repayable in currency, goods, or services. Total external debt is the sum of public, publicly guaranteed, and private nonguaranteed long-term debt, use of IMF credit, and short-term debt. Short-term debt includes all debt having an original maturity of one year or less and interest in arrears on long-term debt. Data are in current U.S. dollars.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DOD.RSDL.CD\",\"Residual, debt stock-flow reconciliation (current US$)\",\"The residual difference, i.e. the change in stock not explained by any of the factors identified under debt stock-flow reconciliation, is calculated as the sum of identified accounts minus the change in stock. Where the latter is large it can, in some cases, serve as an illustration of the inconsistencies in the reported data. More often however, it can be explained by specific borrowing phenomenon in individual countries. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOD.SDLT.CD.PU.US\",\"0349_T1.3_.... Special drawing rights (allocations) 8/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.TCLT.CD.PR.AR.US\",\"0370_T1.3_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.TCLT.CD.PU.AR.US\",\"0353_T1.3_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.TCST.CD.PR.AR.US\",\"0364_T1.3_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.TCST.CD.PU.AR.US\",\"0346_T1.3_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOD.VTOT.CD\",\"External debt stocks, variable rate (DOD, current US$)\",\"Variable interest rate is long-term external debt with interest rates that float with movements in a key market rate; for example, the London interbank offered rate (LIBOR) or the U.S. prime rate. This item conveys information about the borrower's exposure to changes in international interest rates. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DOR.DECT.AR.US\",\"1109_T3.1_Arrears: By Sector\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CB.AR.US\",\"1112_T3.1_.. Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CB.DS.US\",\"1118_T3.1_.. Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CD.CB.AR.US\",\"1073_T3.1_Deposit-taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CD.GG.AR.US\",\"1047_T3.1_General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CD.IL.US\",\"1099_T3.1_Direct Investment: Intercompany Lending 7/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CD.MA.AR.US\",\"1060_T3.1_Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.CD.OT.AR.US\",\"1086_T3.1_Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.DS.US\",\"1115_T3.1_Debt securities by Sector: Short-term on a remaining maturity basis 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.GG.AR.US\",\"1110_T3.1_.. General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.GG.DS.US\",\"1116_T3.1_.. General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.IL.AR.US\",\"1114_T3.1_.. Direct Investment: Intercompany Lending\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.MA.AR.US\",\"1111_T3.1_.. Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.MA.DS.US\",\"1117_T3.1_.. Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.OT.AR.US\",\"1113_T3.1_.. Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.OT.DS.US\",\"1119_T3.1_.. Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DECT.RL.US\",\"1120_T3.1_Reserve related liabilities 8/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DIDI.CD.IL.US\",\"1101_T3.1_.... Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DIFE.CD.IL.US\",\"1103_T3.1_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DIIE.CD.IL.US\",\"1102_T3.1_.... Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLBN.CD.CB.AR.US\",\"1082_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLBN.CD.GG.AR.US\",\"1056_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLBN.CD.MA.AR.US\",\"1069_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLBN.CD.OT.AR.US\",\"1095_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLCD.CD.CB.AR.US\",\"1081_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLCD.CD.MA.AR.US\",\"1068_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLCD.CD.OT.AR.US\",\"1094_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTC.CD.GG.AR.US\",\"1055_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTL.CD.CB.AR.US\",\"1083_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTL.CD.GG.AR.US\",\"1057_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTL.CD.MA.AR.US\",\"1070_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTL.CD.OT.AR.US\",\"1096_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTO.CD.CB.AR.US\",\"1085_T3.1_.... Other debt liabilities 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTO.CD.GG.AR.US\",\"1059_T3.1_.... Other debt liabilities 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTO.CD.MA.AR.US\",\"1072_T3.1_.... Other debt liabilities 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTO.CD.OT.AR.US\",\"1098_T3.1_.... Other debt liabilities 5/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTT.CD.CB.US\",\"1084_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTT.CD.GG.AR.US\",\"1058_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTT.CD.MA.AR.US\",\"1071_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLTT.CD.OT.AR.US\",\"1097_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLXF.CD.CB.AR.US\",\"1080_T3.1_.. Long-term debt obligations due for payment within one year or less\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLXF.CD.GG.AR.US\",\"1054_T3.1_.. Long-term debt obligations due for payment within one year or less\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLXF.CD.MA.AR.US\",\"1067_T3.1_.. Long-term debt obligations due for payment within one year or less\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DLXF.CD.OT.AR.US\",\"1093_T3.1_.. Long-term debt obligations due for payment within one year or less\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSCD.CD.CB.AR.US\",\"1075_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSCD.CD.GG.AR.US\",\"1049_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSCD.CD.MA.AR.US\",\"1062_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSCD.CD.OT.AR.US\",\"1088_T3.1_.... Currency and deposits 4/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSOO.CD.CB.AR.US\",\"1079_T3.1_.... Other debt liabilities 5/ 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSOO.CD.GG.AR.US\",\"1053_T3.1_.... Other debt liabilities 5/ 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSOO.CD.MA.AR.US\",\"1066_T3.1_.... Other debt liabilities 5/ 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSOO.CD.OT.AR.US\",\"1092_T3.1_.... Other debt liabilities 5/ 6/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.CB.AR.US\",\"1074_T3.1_.. Short-term debt on an original maturity basis\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.GG.AR.US\",\"1048_T3.1_.. Short-term debt on an original maturity basis\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.IL.AR.US\",\"1100_T3.1_.. Short-term on an original maturity basis\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.MA.AR.US\",\"1061_T3.1_.. Short-term debt on an original maturity basis\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.OT.AR.US\",\"1087_T3.1_.. Short-term debt on an original maturity basis\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTC.CD.RM.AR.US\",\"1108_T3.1_Total Short-Term External Debt (remaining maturity basis)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTL.CD.CB.AR.US\",\"1077_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTL.CD.GG.AR.US\",\"1051_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTL.CD.MA.AR.US\",\"1064_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTL.CD.OT.AR.US\",\"1090_T3.1_.... Loans\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTM.CD.CB.AR.US\",\"1076_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTM.CD.GG.AR.US\",\"1050_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTM.CD.MA.AR.US\",\"1063_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTM.CD.OT.AR.US\",\"1089_T3.1_.... Debt securities\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTT.CD.CB.AR.US\",\"1078_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTT.CD.GG.AR.US\",\"1052_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTT.CD.MA.AR.US\",\"1065_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.DSTT.CD.OT.AR.US\",\"1091_T3.1_.... Trade credit and advances\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.LTDI.CD.IL.RM.AR.US\",\"1105_T3.1_.... Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.LTFE.CD.IL.RM.US\",\"1107_T3.1_.... Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.LTIE.CD.IL.RM.AR.US\",\"1106_T3.1_.... Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DOR.LTOT.CD.IL.RM.AR.US\",\"1104_T3.1_.. Long-term debt obligations due for payment within one year or less\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.DSB.DPPG.CD\",\"Debt buyback (current US$)\",\"Debt buyback is the repurchase by a debtor of its own debt, discounted or at par. In the event of a buyback of long-term debt, the face value of the debt bought back will be recorded as a decline in the long-term debt stock, and the cash amount received by creditors will be recorded as a principal repayment. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DSF.DPPG.CD\",\"Debt stock reduction (current US$)\",\"Debt stock reductions show the amount that has been netted out of the stock of debt using debt conversion schemes such as buybacks and equity swaps or the discounted value of long-term bonds that were issued in exchange for outstanding debt. It includes the effect of any financial operation that will reduce the debt stock other than debt stock restructuring, repayment of principal and debt forgiven. In particular, debt stock reduction will include the face value of debt bought back, the face value of debt swapped for equity (or \\\"nature\\\" or \\\"development\\\"), any face value reduction that might result as the consequence of a bond exchange, and any face value reduction resulting from an exchange of debt for discount bonds. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.DTA.DLXF.CD\",\"Total stock of arrears (principal and interest payments) (current US$)\",\"Principal and interest payments due but not paid. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.DTA.OADJ.CD\",\"Adjustment to Arrears\",\"Adjustment to Arrears. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"DT.DXR.DPPG.CD\",\"Debt stock rescheduled (current US$)\",\"Debt stocks rescheduled is the amount of debt outstanding rescheduled in any given year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GPA.DPPG\",\"Average grace period on new external debt commitments (years)\",\"Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GPA.OFFT\",\"Average grace period on new external debt commitments, official (years)\",\"Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GPA.PRVT\",\"Average grace period on new external debt commitments, private (years)\",\"Grace period is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. To obtain the average, the grace periods for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GRE.DPPG\",\"Average grant element on new external debt commitments (%)\",\"The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Data for private nonguaranteed debt are not available.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GRE.OFFT\",\"Average grant element on new external debt commitments, official (%)\",\"The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.GRE.PRVT\",\"Average grant element on new external debt commitments, private (%)\",\"The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. To obtain the average, the grant elements for all public and publicly guaranteed loans have been weighted by the amounts of the loans. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Commitments cover the total amount of loans for which contracts were signed in the year specified. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.HPC.COMR.PV\",\"Debt relief committed under HIPC initiative, cumulative US$ in end-2013 NPV terms\",\"Debt relief is committed as of the decision point (assuming full participation of creditors) under the enhanced HIPC Initiative. It is calculated as the amount needed to bring the net present value (NPV) of the country's debt level to the thresholds established by the HIPC Initiative (150 percent of exports or in certain cases 250 percent of fiscal revenues). Topping-up assistance and assistance provided under the original HIPC Initiative were committed in net present value terms as of the decision point and are converted to end-20109 terms.\",\"Millennium Development Goals\",\"World Bank, Economic Policy and Debt Department.\"\n\"DT.HPC.MDRI.PV\",\"Debt relief delivered in full under MDRI initiative, cumulative US$ in end-2013 NPV terms\",\"Debt relief delivered in full under MDRI initiative is the net present value of debt relief from International Development Association, International Monetary Fund, African Development Fund, and Inter-American Development Bank and delivered to countries having reached the HIPC completion point converted to end-2010 terms.\",\"Millennium Development Goals\",\"World Bank, Economic Policy and Debt Department.\"\n\"DT.HPC.STTS\",\"Status under enhanced HIPC initiative\",\"Indicator shows the status of heavily indebted poor countries country under the enhanced HIPC initiative. Heavily indebted poor countries reach HIPC decision point if they have a track record of macroeconomic stability, have prepared an Interim Poverty Reduction Strategy through a participatory process, and have cleared or reached an agreement on a process to clear, the outstanding arrears to multilateral creditors. The amount of debt relief necessary to bring countries’ debt indicators to HIPC thresholds is calculated, and countries begin receiving debt relief. Heavily indebted poor countries reach HIPC completion point if they maintain macroeconomic stability under a Poverty Reduction and Growth Facility (PRGF) supported program, carry out key structural and social reforms agreed on at the decision point, and implement satisfactorily Poverty Reduction Strategy for one year. Debt relief is then provided irrevocably by the country’s creditors.\",\"Millennium Development Goals\",\"World Bank, Economic Policy and Debt Department.\"\n\"DT.INA.DECT.CD\",\"Adjustments to scheduled interest (current US$)\",\"Interest due is actual amounts of interest due in currency, goods, or services in the year specified.  Interest payments are actual amounts of interest paid in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt.  Data are in current U.S. dollars.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.IND.DEXF.CD\",\"Interest due, total long-term and short term, including IMF per BOP (current US$)\",\"Interest due is actual amounts of interest due in currency, goods, or services in the year specified.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.INP.DECT.00.03.MO.SA.US\",\"038_T2_Interest payments on SDR allocations (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.03.YR.SA.US\",\"104_T2_Interest payments on SDR allocations (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.04.06.MO.SA.US\",\"049_T2_Interest payments on SDR allocations (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.04.YR.SA.US\",\"115_T2_Interest payments on SDR allocations (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.05.10.YR.SA.US\",\"137_T2_Interest payments on SDR allocations (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.05.YR.SA.US\",\"126_T2_Interest payments on SDR allocations (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.07.09.MO.SA.US\",\"060_T2_Interest payments on SDR allocations (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.10.12.MO.SA.US\",\"071_T2_Interest payments on SDR allocations (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.10.15.YR.SA.US\",\"148_T2_Interest payments on SDR allocations (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.13.18.MO.SA.US\",\"082_T2_Interest payments on SDR allocations (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.19.24.MO.SA.US\",\"093_T2_Interest payments on SDR allocations (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.03.US\",\"0118_T3_Interest payments on SDR allocations (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.0912.US\",\"0178_T3_Interest payments on SDR allocations (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.1218.US\",\"0198_T3_Interest payments on SDR allocations (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.1824.US\",\"0218_T3_Interest payments on SDR allocations (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.36.US\",\"0138_T3_Interest payments on SDR allocations (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.69.US\",\"0158_T3_Interest payments on SDR allocations (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.03.US\",\"1290_T3.2_Interest payments on SDR allocations (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.0912.US\",\"1545_T3.2_Interest payments on SDR allocations (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.1218.US\",\"1630_T3.2_Interest payments on SDR allocations (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.1824.US\",\"1715_T3.2_Interest payments on SDR allocations (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.36.US\",\"1375_T3.2_Interest payments on SDR allocations (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.69.US\",\"1460_T3.2_Interest payments on SDR allocations (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.AR.IQ.US\",\"1205_T3.2_Interest payments on SDR allocations (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.CD.SA.IQ.US\",\"0098_T3_Interest payments on SDR allocations (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INP.DECT.IQ.SA.00.US\",\"027_T2_Interest payments on SDR allocations (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.00.03.MO.SA.US\",\"037_T2_Interest receipts on SDR holdings (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.03.YR.SA.US\",\"103_T2_Interest receipts on SDR holdings (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.04.06.MO.SA.US\",\"048_T2_Interest receipts on SDR holdings (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.04.YR.SA.US\",\"114_T2_Interest receipts on SDR holdings (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.05.10.YR.SA.US\",\"136_T2_Interest receipts on SDR holdings (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.05.YR.SA.US\",\"125_T2_Interest receipts on SDR holdings (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.07.09.MO.SA.US\",\"059_T2_Interest receipts on SDR holdings (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.10.12.MO.SA.US\",\"070_T2_Interest receipts on SDR holdings (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.10.15.YR.SA.US\",\"147_T2_Interest receipts on SDR holdings (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.13.18.MO.SA.US\",\"081_T2_Interest receipts on SDR holdings (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.19.24.MO.SA.US\",\"092_T2_Interest receipts on SDR holdings (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.03.US\",\"0117_T3_Interest receipts on SDR holdings (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.0912.US\",\"0177_T3_Interest receipts on SDR holdings (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.1218.US\",\"0197_T3_Interest receipts on SDR holdings (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.1824.US\",\"0217_T3_Interest receipts on SDR holdings (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.36.US\",\"0137_T3_Interest receipts on SDR holdings (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.69.US\",\"0157_T3_Interest receipts on SDR holdings (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.03.US\",\"1289_T3.2_Interest receipts on SDR holdings (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.0912.US\",\"1544_T3.2_Interest receipts on SDR holdings (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.1218.US\",\"1629_T3.2_Interest receipts on SDR holdings (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.1824.US\",\"1714_T3.2_Interest receipts on SDR holdings (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.36.US\",\"1374_T3.2_Interest receipts on SDR holdings (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.69.US\",\"1459_T3.2_Interest receipts on SDR holdings (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.AR.IQ.US\",\"1204_T3.2_Interest receipts on SDR holdings (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.CD.SA.IQ.US\",\"0097_T3_Interest receipts on SDR holdings (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INR.DECT.IQ.SA.00.US\",\"026_T2_Interest receipts on SDR holdings (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INR.DPPG\",\"Average interest on new external debt commitments (%)\",\"Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INR.OFFT\",\"Average interest on new external debt commitments, official (%)\",\"Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INR.PRVT\",\"Average interest on new external debt commitments, private (%)\",\"Interest represents the average interest rate on all new public and publicly guaranteed loans contracted during the year. To obtain the average, the interest rates for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.BLAT.CD\",\"PPG, bilateral (INT, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.BLTC.CD\",\"PPG, bilateral concessional (INT, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DEAE.CD.IL.03.US\",\"1282_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.0912.US\",\"1537_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.1218.US\",\"1622_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.1824.US\",\"1707_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.24P.US\",\"1792_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.36.US\",\"1367_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.69.US\",\"1452_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEAE.CD.IL.IQ.US\",\"1197_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD\",\"Interest payments on external debt, total (INT, current US$)\",\"Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DECT.CD.00.03.MO.US\",\"036_T2_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.03.US\",\"0116_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.03.YR.US\",\"102_T2_.. Interest (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.04.06.MO.US\",\"047_T2_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.04.YR.US\",\"113_T2_.. Interest (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.05.10.YR.US\",\"135_T2_.. Interest (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.05.YR.US\",\"124_T2_.. Interest (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.07.09.MO.US\",\"058_T2_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.0912.US\",\"0176_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.10.12.MO.US\",\"069_T2_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.10.15.YR.US\",\"146_T2_.. Interest (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.1218.US\",\"0196_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.13.18.MO.US\",\"080_T2_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.15.UP.YR.US\",\"157_T2_.. Interest (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.1824.US\",\"0216_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.19.24.MO.US\",\"091_T2_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.24P.US\",\"0236_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.36.US\",\"0136_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.69.US\",\"0156_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.03.US\",\"1288_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.0912.US\",\"1543_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.1218.US\",\"1628_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.1824.US\",\"1713_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.24P.US\",\"1798_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.36.US\",\"1373_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.69.US\",\"1458_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.AR.IQ.US\",\"1203_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.03.US\",\"0107_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.0912.US\",\"0167_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.1218.US\",\"0187_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.1824.US\",\"0207_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.24P.US\",\"0227_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.36.US\",\"0127_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.69.US\",\"0147_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.IQ.US\",\"0087_T3_.. Interest (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.CB.RM.US\",\"0246_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.03.US\",\"0101_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.0912.US\",\"0161_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.1218.US\",\"0181_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.1824.US\",\"0201_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.24P.US\",\"0221_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.36.US\",\"0121_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.69.US\",\"0141_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.IQ.US\",\"0081_T3_.. Interest (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.GG.RM.US\",\"0240_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.03.US\",\"0113_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.0912.US\",\"0173_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.1218.US\",\"0193_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.1824.US\",\"0213_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.24P.US\",\"0233_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.36.US\",\"0133_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.69.US\",\"0153_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.IQ.US\",\"0093_T3_.. Interest (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IL.RM.US\",\"0252_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.IQ.00.US\",\"025_T2_.. Interest (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.03.US\",\"0104_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.0912.US\",\"0164_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.1218.US\",\"0184_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.1824.US\",\"0204_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.24P.US\",\"0224_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.36.US\",\"0124_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.69.US\",\"0144_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.IQ.US\",\"0084_T3_.. Interest (immediate) 3\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.MA.RM.US\",\"0243_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.03.US\",\"0110_T3_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.0912.US\",\"0170_T3_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.1218.US\",\"0190_T3_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.1824.US\",\"0210_T3_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.24P.US\",\"0230_T3_.. Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.36.US\",\"0130_T3_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.69.US\",\"0150_T3_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.IQ.US\",\"0090_T3_.. Interest (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.OS.RM.US\",\"0249_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.CD.RM.US\",\"0255_T4_.. Interest (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DECT.EX.ZS\",\"Interest payments on external debt (% of exports of goods, services and primary income)\",\"Total interest payments to exports of goods and services.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DECT.GN.ZS\",\"Interest payments on external debt (% of GNI)\",\"Total interest payments to gross national income.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DEFE.CD.IL.03.US\",\"1285_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.0912.US\",\"1540_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.1218.US\",\"1625_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.1824.US\",\"1710_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.24P.US\",\"1795_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.36.US\",\"1370_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.69.US\",\"1455_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DEFE.CD.IL.IQ.US\",\"1200_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.03.US\",\"1279_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.0912.US\",\"1534_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.1218.US\",\"1619_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.1824.US\",\"1704_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.24P.US\",\"1789_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.36.US\",\"1364_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.69.US\",\"1449_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DILD.CD.IL.IQ.US\",\"1194_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DIMF.CD\",\"IMF charges (INT, current US$)\",\"IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DLBN.CD.CB.AR.03.US\",\"1250_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.0912.US\",\"1505_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.1218.US\",\"1590_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.1824.US\",\"1675_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.24P.US\",\"1760_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.36.US\",\"1335_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.69.US\",\"1420_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.CB.AR.IQ.US\",\"1165_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.03.US\",\"1215_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.0912.US\",\"1470_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.1218.US\",\"1555_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.1824.US\",\"1640_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.24P.US\",\"1725_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.36.US\",\"1300_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.69.US\",\"1385_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.GG.AR.IQ.US\",\"1130_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.03.US\",\"1234_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.0912.US\",\"1489_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.1218.US\",\"1574_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.1824.US\",\"1659_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.24P.US\",\"1744_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.36.US\",\"1319_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.69.US\",\"1404_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.MA.AR.IQ.US\",\"1149_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.03.US\",\"1266_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.0912.US\",\"1521_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.1218.US\",\"1606_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.1824.US\",\"1691_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.24P.US\",\"1776_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.36.US\",\"1351_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.69.US\",\"1436_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLBN.CD.OT.AR.IQ.US\",\"1181_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.03.US\",\"1247_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.0912.US\",\"1502_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.1218.US\",\"1587_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.1824.US\",\"1672_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.24P.US\",\"1757_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.36.US\",\"1332_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.69.US\",\"1417_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.CB.AR.IQ.US\",\"1162_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.03.US\",\"1212_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.0912.US\",\"1467_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.1218.US\",\"1552_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.1824.US\",\"1637_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.24P.US\",\"1722_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.36.US\",\"1297_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.69.US\",\"1382_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.GG.AR.IQ.US\",\"1127_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.03.US\",\"1231_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.0912.US\",\"1486_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.1218.US\",\"1571_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.1824.US\",\"1656_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.24P.US\",\"1741_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.36.US\",\"1316_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.69.US\",\"1401_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.MA.AR.IQ.US\",\"1146_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.03.US\",\"1263_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.0912.US\",\"1518_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.1218.US\",\"1603_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.1824.US\",\"1688_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.24P.US\",\"1773_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.36.US\",\"1348_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.69.US\",\"1433_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLCD.CD.OT.AR.IQ.US\",\"1178_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTF.CD\",\"Interest payments, Long-term debt including IMF credit (current US$)\",\"Interest payments on long-term debt are actual amounts of interest paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.  IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche.  \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.INT.DLTL.CD.CB.AR.03.US\",\"1253_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.0912.US\",\"1508_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.1218.US\",\"1593_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.1824.US\",\"1678_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.24P.US\",\"1763_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.36.US\",\"1338_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.69.US\",\"1423_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.CB.AR.IQ.US\",\"1168_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.03.US\",\"1237_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.0912.US\",\"1492_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.1218.US\",\"1577_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.1824.US\",\"1662_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.24P.US\",\"1747_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.36.US\",\"1322_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.69.US\",\"1407_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.MA.AR.IQ.US\",\"1152_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.03.US\",\"1269_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.0912.US\",\"1524_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.1218.US\",\"1609_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.1824.US\",\"1694_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.24P.US\",\"1779_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.36.US\",\"1354_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.69.US\",\"1439_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTL.CD.OT.AR.IQ.US\",\"1184_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.03.US\",\"1259_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.0912.US\",\"1514_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.1218.US\",\"1599_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.1824.US\",\"1684_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.24P.US\",\"1769_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.36.US\",\"1344_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.69.US\",\"1429_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.CB.AR.IQ.US\",\"1174_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.03.US\",\"1224_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.0912.US\",\"1479_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.1218.US\",\"1564_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.1824.US\",\"1649_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.24P.US\",\"1734_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.36.US\",\"1309_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.69.US\",\"1394_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.GG.AR.IQ.US\",\"1139_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.03.US\",\"1243_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.0912.US\",\"1498_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.1218.US\",\"1583_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.1824.US\",\"1668_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.24P.US\",\"1753_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.36.US\",\"1328_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.69.US\",\"1413_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.MA.AR.IQ.US\",\"1158_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.03.US\",\"1275_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.0912.US\",\"1530_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.1218.US\",\"1615_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.1824.US\",\"1700_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.24P.US\",\"1785_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.36.US\",\"1360_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.69.US\",\"1445_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTO.CD.OT.AR.IQ.US\",\"1190_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.03.US\",\"1209_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.0912.US\",\"1464_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.1218.US\",\"1549_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.1824.US\",\"1634_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.24P.US\",\"1719_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.36.US\",\"1294_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.69.US\",\"1379_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.GG.IQ.US\",\"1124_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.03.US\",\"1228_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.0912.US\",\"1483_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.1218.US\",\"1568_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.1824.US\",\"1653_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.24P.US\",\"1738_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.36.US\",\"1313_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.69.US\",\"1398_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTS.CD.MA.AR.IQ.US\",\"1143_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.03.US\",\"1256_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.0912.US\",\"1511_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.1218.US\",\"1596_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.1824.US\",\"1681_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.24P.US\",\"1766_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.36.US\",\"1341_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.69.US\",\"1426_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.CB.AR.IQ.US\",\"1171_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.03.US\",\"1221_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.0912.US\",\"1476_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.1218.US\",\"1561_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.1824.US\",\"1646_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.24P.US\",\"1731_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.36.US\",\"1306_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.69.US\",\"1391_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.GG.AR.IQ.US\",\"1136_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.03.US\",\"1240_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.0912.US\",\"1495_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.1218.US\",\"1580_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.1824.US\",\"1665_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.24P.US\",\"1750_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.36.US\",\"1325_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.69.US\",\"1410_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLTT.CD.MA.AR.IQ.US\",\"1155_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INT.DLXF.CD\",\"Interest payments on external debt, long-term (INT, current US$)\",\"Interest payments on long-term debt are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DPNG.CD\",\"Interest payments on external debt, private nonguaranteed (PNG) (INT, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DPPG.CD\",\"Interest payments on external debt, public and publicly guaranteed (PPG) (INT, current US$)\",\"Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.DSTC.CD\",\"Interest payments on external debt, short-term (INT, current US$)\",\"Interest payments on short-term debt are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. This item includes interest paid on long-term debt, IMF charges, and interest paid on short-term debt. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.MIBR.CD\",\"PPG, IBRD (INT, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.MIDA.CD\",\"PPG, IDA (INT, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.MLAT.CD\",\"PPG, multilateral (INT, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.MLTC.CD\",\"PPG, multilateral concessional (INT, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.OFFT.CD\",\"PPG, official creditors (INT, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PBND.CD\",\"PPG, bonds (INT, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PCBK.CD\",\"PPG, commercial banks (INT, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PGNG.CD\",\"Interest payments, PPG and PNG Private creditors (current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments (LINT) are actual amounts of interest paid in currency, goods, or services in the year specified.  Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Interest payments (LINT) are actual amounts of interest paid in currency, goods, or services in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents and repayable in currency, goods, or services.\",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.INT.PNGB.CD\",\"PNG, bonds (INT, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PNGC.CD\",\"PNG, commercial banks and other creditors (INT, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PROP.CD\",\"PPG, other private creditors (INT, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PRVS.CD.00.03.MO.US\",\"033_T2_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.03.YR.US\",\"099_T2_.. Interest (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.04.06.MO.US\",\"044_T2_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.04.YR.US\",\"110_T2_.. Interest (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.05.10.YR.US\",\"132_T2_.. Interest (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.05.YR.US\",\"121_T2_.. Interest (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.07.09.MO.US\",\"055_T2_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.10.12.MO.US\",\"066_T2_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.10.15.YR.US\",\"143_T2_.. Interest (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.13.18.MO.US\",\"077_T2_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.15.UP.YR.US\",\"154_T2_.. Interest (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.19.24.MO.US\",\"088_T2_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVS.CD.IQ.00.US\",\"022_T2_.. Interest (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PRVT.CD\",\"PPG, private creditors (INT, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Interest payments are actual amounts of interest paid by the borrower in currency, goods, or services in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.INT.PUBS.CD.00.03.MO.US\",\"030_T2_.. Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.03.YR.US\",\"096_T2_.. Interest (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.04.06.MO.US\",\"041_T2_.. Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.04.YR.US\",\"107_T2_.. Interest (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.05.10.YR.US\",\"129_T2_.. Interest (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.05.YR.US\",\"118_T2_.. Interest (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.07.09.MO.US\",\"052_T2_.. Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.10.12.MO.US\",\"063_T2_.. Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.10.15.YR.US\",\"140_T2_.. Interest (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.13.18.MO.US\",\"074_T2_.. Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.15.UP.YR.US\",\"151_T2_.. Interest (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.19.24.MO.US\",\"085_T2_.. Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INT.PUBS.CD.IQ.00.US\",\"019_T2_.. Interest (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.03.US\",\"1218_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.0912.US\",\"1473_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.1218.US\",\"1558_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.1824.US\",\"1643_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.24P.US\",\"1728_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.36.US\",\"1303_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.69.US\",\"1388_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTL.CD.GG.AR.IQ.US\",\"1133_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.03.US\",\"1272_T3.2_.... Interest (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.0912.US\",\"1527_T3.2_.... Interest (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.1218.US\",\"1612_T3.2_.... Interest (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.1824.US\",\"1697_T3.2_.... Interest (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.24P.US\",\"1782_T3.2_.... Interest (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.36.US\",\"1357_T3.2_.... Interest (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.69.US\",\"1442_T3.2_.... Interest (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.INTS.DLTT.CD.OT.AR.IQ.US\",\"1187_T3.2_.... Interest (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IWA.DECT.CD.OT.HH.AR.US\",\"0411_T1.4_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IWA.DECT.CD.OT.NB.AR.US\",\"0405_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IWA.DECT.CD.OT.NF.AR.US\",\"0408_T1.4_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DECT.CD.CB.AR.US\",\"0399_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DECT.CD.GG.AR.US\",\"0393_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DECT.CD.MA.AR.US\",\"0396_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DECT.CD.OT.AR.US\",\"0402_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DIDI.CD.IL.US\",\"0417_T1.4_.. Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DIFE.CD.IL.US\",\"0423_T1.4_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DIIE.CD.IL.US\",\"0420_T1.4_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.IXA.DPPG.CD\",\"Interest arrears, long-term DOD (US$)\",\"Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXA.DPPG.CD.CG\",\"Net change in interest arrears (current US$)\",\"Net change in interest arrears is the variation in the total amount of interest in arrears between two consecutive years. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXA.OFFT.CD\",\"Interest arrears, official creditors (current US$)\",\"Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXA.PRVT.CD\",\"Interest arrears, private creditors (current US$)\",\"Interest in arrears on long-term debt is defined as interest payment due but not paid, on a cumulative basis. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXF.DPPG.CD\",\"Interest forgiven (current US$)\",\"Interest forgiven is the amount of interest due or in arrears that was written off or forgiven in any given year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXR.DPPG.CD\",\"Interest rescheduled (capitalized) (current US$)\",\"Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. (Interest capitalized is the interest that became part of the stock of debt due to a rescheduling operation.) Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXR.OFFT.CD\",\"Interest rescheduled, official (current US$)\",\"Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organizations include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.IXR.PRVT.CD\",\"Interest rescheduled, private (current US$)\",\"Interest rescheduled is the amount of interest due or in arrears that was rescheduled in any given year. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.MAT.DPPG\",\"Average maturity on new external debt commitments (years)\",\"Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.MAT.OFFT\",\"Average maturity on new external debt commitments, official (years)\",\"Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.MAT.PRVT\",\"Average maturity on new external debt commitments, private (years)\",\"Maturity is the number of years to original maturity date, which is the sum of grace and repayment periods. Grace period for principal is the period from the date of signature of the loan or the issue of the financial instrument to the first repayment of principal. The repayment period is the period from the first to last repayment of principal. To obtain the average, the maturity for all public and publicly guaranteed loans have been weighted by the amounts of the loans. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.BLAT.CD\",\"Net financial flows, bilateral (NFL, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.BLTC.CD\",\"PPG, bilateral concessional (NFL, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.BOND.CD\",\"Portfolio investment, bonds (PPG + PNG) (NFL, current US$)\",\"Bonds are securities issued with a fixed rate of interest for a period of more than one year. They include net flows through cross-border public and publicly guaranteed and private nonguaranteed bond issues. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.DECT.CD\",\"Net flows on external debt, total (NFL, current US$)\",\"Net flows on external debt are disbursements on long-term external debt and IMF purchases minus principal repayments on long-term external debt and IMF repurchases up to 1984. Beginning in 1985 this line includes the change in stock of short-term debt (including interest arrears for long-term debt). Thus, if the change in stock is positive, a disbursement is assumed to have taken place; if negative, a repayment is assumed to have taken place. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.DLXF.CD\",\"Net flows on external debt, long-term (NFL, current US$)\",\"Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.DPNG.CD\",\"Net flows on external debt, private nonguaranteed (PNG) (NFL, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.DPPG.CD\",\"Net flows on external debt, public and publicly guaranteed (PPG) (NFL, current US$)\",\"Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.DSTC.CD\",\"Net flows on external debt, short-term (NFL, current US$)\",\"Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Short-term external debt is defined as debt that has an original maturity of one year or less. Available data permit no distinction between public and private nonguaranteed short-term debt. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.IAEA.CD\",\"Net official flows from UN agencies, IAEA (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at non-concessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children's Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme (UNDP), United Nations Population Fund (UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), and United Nations Regular Programme for Technical Assistance (UNTA). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.IFAD.CD\",\"Net official flows from UN agencies, IFAD (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.IMFC.CD\",\"Net financial flows, IMF concessional (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IMF is the International Monetary Fund, which provides concessional lending through its Extended Credit Facility, Standby Credit Facility, and Rapid Credit Facility. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.IMFN.CD\",\"Net financial flows, IMF nonconcessional (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IMF is the International Monetary Fund, which provides nonconcessional lending through the credit it provides to its members, mainly to meet balance of payments needs. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.MIBR.CD\",\"Net financial flows, IBRD (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IBRD is the International Bank for Reconstruction and Development, the founding and largest member of the World Bank Group. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.MIDA.CD\",\"Net financial flows, IDA (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. IDA is the International Development Association, the concessional loan window of the World Bank Group. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.MLAT.CD\",\"Net financial flows, multilateral (NFL, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.MLTC.CD\",\"PPG, multilateral concessional (NFL, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.MOTH.CD\",\"Net financial flows, others (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Others is a residual category in the World Bank's Debtor Reporting System. It includes such institutions as the Caribbean Development Fund, Council of Europe, European Development Fund, Islamic Development Bank, Nordic Development Fund, and the like. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.NEBR.CD\",\"EBRD, private nonguaranteed (NFL, current US$)\",\"Nonguaranteed long-term debt privately placed from the European Bank for Reconstruction and Development (EBRD). Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.NIFC.CD\",\"IFC, private nonguaranteed (NFL, current US$)\",\"Nonguaranteed long-term debt privately placed from the International Finance Corporation (IFC). Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.OFFT.CD\",\"PPG, official creditors (NFL, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PBND.CD\",\"PPG, bonds (NFL, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PCBK.CD\",\"PPG, commercial banks (NFL, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PCBO.CD\",\"Commercial banks and other lending (PPG + PNG) (NFL, current US$)\",\"Commercial bank and other lending includes net commercial bank lending (public and publicly guaranteed and private nonguaranteed) and other private credits. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PNGB.CD\",\"PNG, bonds (NFL, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PNGC.CD\",\"PNG, commercial banks and other creditors (NFL, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PROP.CD\",\"PPG, other private creditors (NFL, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.PRVT.CD\",\"PPG, private creditors (NFL, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net flows (or net lending or net disbursements) received by the borrower during the year are disbursements minus principal repayments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.RDBC.CD\",\"Net financial flows, RDB concessional (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Concessional financial flows cover disbursements made through concessional lending facilities. Regional development banks are the African Development Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa; the Asian Development Bank, in Manila, Philippines, which serves South and Central Asia and East Asia and Pacific; the European Bank for Reconstruction and Development, in London, United Kingdom, which serves Europe and Central Asia; and the Inter-American Development Bank, in Washington, D.C., which serves the Americas. Aggregates include amounts for economies not specified elsewhere. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.RDBN.CD\",\"Net financial flows, RDB nonconcessional (NFL, current US$)\",\"Net financial flows received by the borrower during the year are disbursements of loans and credits less repayments of principal. Nonconcessional financial flows cover all disbursements except those made through concessional lending facilities. Regional development banks are the African Development Bank, in Tunis, Tunisia, which serves all of Africa, including North Africa; the Asian Development Bank, in Manila, Philippines, which serves South and Central Asia and East Asia and Pacific; the European Bank for Reconstruction and Development, in London, United Kingdom, which serves Europe and Central Asia; and the Inter-American Development Bank, in Washington, D.C., which serves the Americas. Aggregates include amounts for economies not specified elsewhere. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NFL.UNAI.CD\",\"Net official flows from UN agencies, UNAIDS (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNCF.CD\",\"Net official flows from UN agencies, UNICEF (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNCR.CD\",\"Net official flows from UN agencies, UNHCR (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNDP.CD\",\"Net official flows from UN agencies, UNDP (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNEC.CD\",\"Net official flows from UN agencies, UNECE (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at non-concessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children's Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme (UNDP), United Nations Population Fund (UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), and United Nations Regular Programme for Technical Assistance (UNTA). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNFP.CD\",\"Net official flows from UN agencies, UNFPA (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNPB.CD\",\"Net official flows from UN agencies, UNPBF (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNRW.CD\",\"Net official flows from UN agencies, UNRWA (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.UNTA.CD\",\"Net official flows from UN agencies, UNTA (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.WFPG.CD\",\"Net official flows from UN agencies, WFP (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at nonconcessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations and include the United Nations Children’s Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), United Nations Regular Programme for Technical Assistance (UNTA), International Atomic Energy Agency (IAEA), International Fund for Agricul\\uadtural Development (IFAD), Joint United Nations Programme on HIV/AIDS (UNAIDS), United Nations Development Programme (UNDP), United Nations Economic Commission for Europe (UNECE), United Nations Population Fund (UNPD), United Nations Refugee Agency (UNHCR), World Food Programme (WFP), and World Health Organization (WHO). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NFL.WHOL.CD\",\"Net official flows from UN agencies, WHO (current US$)\",\"Net official flows from UN agencies are the net disbursements of total official flows from the UN agencies. Total official flows are the sum of Official Development Assistance (ODA) or official aid and Other Official Flows (OOF) and represent the total disbursements by the official sector at large to the recipient country. Net disbursements are gross disbursements of grants and loans minus repayments of principal on earlier loans. ODA consists of loans made on concessional terms (with a grant element of at least 25 percent, calculated at a rate of discount of 10 percent) and grants made to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. Official aid refers to aid flows from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. OOF are transactions by the official sector whose main objective is other than development-motivated, or, if development-motivated, whose grant element is below the 25 per cent threshold which would make them eligible to be recorded as ODA. The main classes of transactions included here are official export credits, official sector equity and portfolio investment, and debt reorganization undertaken by the official sector at non-concessional terms (irrespective of the nature or the identity of the original creditor). UN agencies are United Nations includes the United Nations Children's Fund (UNICEF), United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), World Food Programme (WFP), International Fund for Agricultural Development (IFAD), United Nations Development Programme (UNDP), United Nations Population Fund (UNPF), United Nations Refugee Agency (UNHCR), Joint United Nations Programme on HIV/AIDS (UNAIDS), and United Nations Regular Programme for Technical Assistance (UNTA). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.NTR.BLAT.CD\",\"PPG, bilateral (NTR, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.BLTC.CD\",\"PPG, bilateral concessional (NTR, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.DECT.CD\",\"Net transfers on external debt, total (NTR, current US$)\",\"Net transfers on external debt are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.DLXF.CD\",\"Net transfers on external debt, long-term (NTR, current US$)\",\"Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.DPNG.CD\",\"Net transfers on external debt, private nonguaranteed (PNG) (NTR, current US$)\",\"Private nonguaranteed external debt is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.DPPG.CD\",\"Net transfers on external debt, public and publicly guaranteed (PPG) (NTR, current US$)\",\"Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.MIBR.CD\",\"PPG, IBRD (NTR, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.MIDA.CD\",\"PPG, IDA (NTR, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.MLAT.CD\",\"PPG, multilateral (NTR, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.MLTC.CD\",\"PPG, multilateral concessional (NTR, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.OFFT.CD\",\"PPG, official creditors (NTR, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PBND.CD\",\"PPG, bonds (NTR, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PCBK.CD\",\"PPG, commercial banks (NTR, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PNGB.CD\",\"PNG, bonds (NTR, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PNGC.CD\",\"PNG, commercial banks and other creditors (NTR, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PROP.CD\",\"PPG, other private creditors (NTR, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.NTR.PRVT.CD\",\"PPG, private creditors (NTR, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Net transfers are net flows minus interest payments during the year; negative transfers show net transfers made by the borrower to the creditor during the year. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.ODA.ALLD.CD\",\"Net official development assistance and official aid received (current US$)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ALLD.GD.ZS\",\"Net ODA received (% of GDP)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GDP estimates are used for the denominator.\"\n\"DT.ODA.ALLD.GI.ZS\",\"Net official development assistance received (% of gross capital formation)\",\"Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank GCF estimates.\"\n\"DT.ODA.ALLD.GN.ZS\",\"Net ODA received (% of GNP)\",\"Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank GNI estimates.\"\n\"DT.ODA.ALLD.HIV.CNTRL.CD\",\"ODA aid disbursements for STD control including HIV/AIDS, all donors (current US$)\",\"All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.ALLD.HIV.MITI.CD\",\"ODA aid disbursements for Social mitigation of HIV/AIDS, all donors (current US$)\",\"Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.ALLD.KD\",\"Net official development assistance and official aid received (constant 2013 US$)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2012 U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ALLD.MLR.CNTRL.CD\",\"ODA aid disbursements for Malaria control, all donors (current US$)\",\"Official development assistance (ODA) disbursements for malaria control are spending on prevention and control of malaria. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.ALLD.MP.ZS\",\"Net ODA received (% exports and imports)\",\"Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank imports of goods and services estimates.\"\n\"DT.ODA.ALLD.PC.ZS\",\"Net official development assistance received per capita (current US$)\",\"Aid per capita includes both official development assistance (ODA) and official aid, and is calculated by dividing total aid by the midyear population estimate.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, and World Bank population estimates.\"\n\"DT.ODA.ALLD.PRVT.CD\",\"Total ODA Private Net, all donors (current US$)\",\"Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.ALLD.XP.ZS\",\"Net ODA received (% of central government expenditure)\",\"Aid includes both official development assistance (ODA) and official aid. Ratios are computed using values in U.S. dollars converted at official exchange rates.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, and IMF central government expense estimates.\"\n\"DT.ODA.DACD.ADMN.CD\",\"Gross ODA aid disbursement for administrative costs of donors, DAC donors total (current US$)\",\"These are described as administrative costs. Data are expressed in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.AGPA.BDGT.CD\",\"Gross ODA aid disbursement for general budget support, DAC donors total (current US$)\",\"This is described as general budget support. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.AGPA.CD\",\"Gross ODA aid disbursement for commodity and general program assistance, DAC donors total (current US$)\",\"This is the aggregate total for general budget support (DT.ODA.DACD.AGPA.BDGT.CD); development food aid/food security (DT.ODA.DACD.AGPA.FOOD.CD) and other commodity assistance (DT.ODA.DACD.AGPA.OCOM.CD). Official Bilateral Commitments (or Gross Disburse\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.AGPA.FOOD.CD\",\"Gross ODA aid disbursement for developmental food aid/food security assistance, DAC donors total (current US$)\",\"This is described as food aid and food security programmes. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.AGPA.OCOM.CD\",\"Gross ODA aid disbursement for other commodity assistance, DAC donors total (current US$)\",\"This is described as import support (capital goods and services; line of credit) and import support for commodities, general goods and services, oil imports. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ALLS.CD\",\"Gross ODA aid disbursement for all sectors and functions, DAC donors total (current US$)\",\"This is the aggregate total of all gross aid disbursements. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.CD\",\"Net ODA received from DAC donors (current US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.CD.PC\",\"Net ODA received per capita from DAC donors(current US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. World Bank population estimates are used for the denominator.\"\n\"DT.ODA.DACD.DEBT.CD\",\"Gross ODA aid disbursement for action related to debt, DAC donors total (current US$)\",\"This is described as action relating to debt; debt forgiveness; relief of multilateral debt; rescheduling and refinancing; debt for development swap; other debt swap and debt buy-back. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.BKFN.CD\",\"Gross ODA aid disbursement for banking & financial services, DAC donors total (current US$)\",\"This is described as financial policy and administrative management; monetary institutions; formal sector financial intermediaries; informal/semi-formal financial intermediaries and education/training in banking and financial services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.BUSN.CD\",\"Gross ODA aid disbursement for business & other services, DAC donors total (current US$)\",\"This is described as business support services and institutions and privatisation. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.CD\",\"Gross ODA aid disbursement for economic infrastructure, DAC donors total (current US$)\",\"This is the aggregate total for transport and storage (DT.ODA.DACD.ECON.TRSP.CD); communications (DT.ODA.DACD.ECON.COMM.CD); energy (DT.ODA.DACD.ECON.NRGY.CD); banking and financial services (DT.ODA.DACD.ECON.BKFN.CD); business and other services (DT.ODA.DACD.ECON.BUSN.CD).\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.COMM.CD\",\"Gross ODA aid disbursement for communications, DAC donors total (current US$)\",\"This is described as communications policy and administrative; telecommunications; radio/television/print media and information and communication technology (ICT). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.NRGY.CD\",\"Gross ODA aid disbursement for energy, DAC donors total (current US$)\",\"This is described as energy policy and administrative management; power generation/non-renewable. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.ECON.TRSP.CD\",\"Gross ODA aid disbursement for transport and storage, DAC donors total (current US$)\",\"This is described as transport policy and administrative management; road transport; rail transport; water transport; air transport; storage and education and training in transport and storage. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EDU.BAS.CD\",\"Gross ODA aid disbursement for basic education, DAC donors total (current US$)\",\"This is described as primary education; basic life skills for youth and adults and early childhood education. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EDU.CD\",\"Gross ODA aid disbursement for education, DAC donors total (current US$)\",\"This is the aggregate total for education level unspecified (DT.ODA.DACD.EDU.UNKN.CD); basic education (DT.ODA.DACD.EDU.BAS.CD); secondary education (DT.ODA.DACD.EDU.SEC.CD) and post-secondary education (DT.ODA.DACD.EDU.PSEC.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EDU.PSEC.CD\",\"Gross ODA aid disbursement for post-secondary education, DAC donors total (current US$)\",\"This is described as higher education and advanced technical and managerial training. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EDU.SEC.CD\",\"Gross ODA aid disbursement for secondary education, DAC donors total (current US$)\",\"This is described as secondary education and vocational training. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EDU.UNKN.CD\",\"Gross ODA aid disbursement for education (level unspecified), DAC donors total (current US$)\",\"This is described as education policy and administrative management; education facilities and training; teacher training and educational research. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EMRC.CD\",\"Gross ODA aid disbursement for humanitarian aid, DAC donors total (current US$)\",\"This is the aggregate total for other emergency and distress relief (DT.ODA.DACDEMRC.OTHR.CD); reconstruction relief (DT.ODA.DACD.EMRC.RCST.CD) and disaster prevention & preparedness (DT.ODA.DACD.EMRC.DISA.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EMRC.DISA.CD\",\"Gross ODA aid disbursement for disaster prevention & preparedness, DAC donors total (current US$)\",\"This is disaster prevention and preparedness. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EMRC.OTHR.CD\",\"Gross ODA aid disbursement for emergency response, DAC donors total (current US$)\",\"This is described as material relief assistance and services; emergency food aid and relief co-ordination; protection and support services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.EMRC.RCST.CD\",\"Gross ODA aid disbursement for reconstruction relief and rehabilitation, DAC donors total (current US$)\",\"This is described as reconstruction relief and rehabilitation. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.GVCS.CD\",\"Gross ODA aid disbursement for government & civil society, DAC donors total (current US$)\",\"This is the aggregate total for general government and civil society (DT.ODA.DACD.GVCS.GEN.CD) and conflict, peace and security (DT.ODA.DACD.GVCS.CPS.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.GVCS.CPS.CD\",\"Gross ODA aid disbursement for conflict, peace and security, DAC donors total (current US$)\",\"This is described as security system management and reform; civilian peace-building, conflict prevention and resolution; post-conflict peace-building (UN); reintegration and Small Arms and Light Weapons (SALW) control; land mine clearance and child soldiers (prevention and demobilisation). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.GVCS.GEN.CD\",\"Gross ODA aid disbursement for general government and civil society, DAC donors total (current US$)\",\"This is described as economic and development policy/planning; public sector financial management; legal and judicial development; general administration; strengthening civil society; elections; human rights; free flow of information and women's equality organisations and institutions. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.HIV.CNTRL.CD\",\"ODA aid disbursements for STD control including HIV/AIDS, DAC donors (current US$)\",\"All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.DACD.HIV.MITI.CD\",\"ODA aid disbursements for Social mitigation of HIV/AIDS, DAC donors (current US$)\",\"Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.DACD.HLTH.BAS.CD\",\"Gross ODA aid disbursement for basic health, DAC donors total (current US$)\",\"This is described as basic health care; basic health infrastructure; basic nutrition; infectious disease control; health education; malaria control; tuberculosis control and health personnel development. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.HLTH.CD\",\"Gross ODA aid disbursement for health, DAC donors total (current US$)\",\"This is the aggregate total for general health (DT.ODA.DACD.HLTH.GEN.CD) and basic health (DT.ODA.DACD.HLTH.BAS.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.HLTH.GEN.CD\",\"Gross ODA aid disbursement for general health, DAC donors total (current US$)\",\"This is described as health policy and administrative management; medical education/training; medical research ad medical services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. \"\n\"DT.ODA.DACD.KD\",\"Net ODA received from DAC donors (constant 2010 US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Aid Recipients, Development Cooperation Report, and International Development Statistics database.\"\n\"DT.ODA.DACD.MLR.CNTRL.CD\",\"ODA aid disbursements for Malaria control, DAC donors total (current US$)\",\"Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.DACD.MSEC.CD\",\"Gross ODA aid disbursement for multisector, DAC donors total (current US$)\",\"This is the aggregate total for general environment protection (DT.ODA.DACD.MSEC.GENV.CD); other multisector initiatives (DT.ODA.DACD.MSEC.OMSEC.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.MSEC.GENV.CD\",\"Gross ODA aid disbursement for general environment protection, DAC donors total (current US$)\",\"This is described environmental policy and administrative management; biosphere protection; bio-diversity; site preservation; flood prevention/control; environmental education/training and environmental research. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.MSEC.OMSEC.CD\",\"Gross ODA aid disbursement for other multisector initiatives, DAC donors total (current US$)\",\"This is described as multisector aid; urban development and management; rural development; non-agricultural alternative development; multisector education/training and research/scientific institutions. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.POP.CD\",\"Gross ODA aid disbursement for population programmes and reproductive health, DAC donors total (current US$)\",\"This is described as population policy and administrative management; reproductive health care; family planning; STD control including HIV/AIDS and personnel development for population and reproductive health. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.AGRI.AGR.CD\",\"Gross ODA aid disbursement for agriculture, DAC donors total (current US$)\",\"This is described as agricultural policy and administrative management; agriculture development; agricultural water land resources; agricultural water resources; agricultural inputs; food crop production; industrial crops/export crops; livestock; agrarian reform; agricultural alternative development; agricultural extension; agricultural education/training; agricultural research; agricultural services; plant and post-harvest protection and pest control; agricultural financial services, agricultural co-operatives and livestock services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.AGRI.CD\",\"Gross ODA aid disbursement for agriculture, forestry and fishing sector, DAC donors total (current US$)\",\"This is the aggregate total for agriculture (DT.ODA.DACD.PROD.AGRI.AGR.CD); forestry (DT.ODA.DACD.PROD.AGRI.FORS.CD) and fishing (DT.ODA.DACD.PROD.AGRI.FISH.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.AGRI.FISH.CD\",\"Gross ODA aid disbursement for fishing, DAC donors total (current US$)\",\"This is described as fishing policy and administrative management; fishery development; fishery education/training; fishery research and fishery services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.AGRI.FORS.CD\",\"Gross ODA aid disbursement for forestry, DAC donors total (current US$)\",\"This is described as forestry policy and administrative management; forestry development; fuelwood/charcoal; forestry education/training; forestry research and forestry services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.CD\",\"Gross ODA aid disbursement for production sectors, DAC donors total (current US$)\",\"This is the aggregate total for agriculture, forestry and fishing (DT.ODA.DACD.PROD.AGRI.CD); industry, mining and construction (DT.ODA.DACD.PROD.INDS.CD); trade policy and regulations (DT.ODA.DACD.PROD.TRDP.CD) and tourism (DT.ODA.DACD.PROD.TRSM.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.INDS.CD\",\"Gross ODA aid disbursement for industry, mining and construction, DAC donors total (current US$)\",\"This is the aggregate total for industry (DT.ODA.DACD.PROD.INDS.IND.CD); mining (DT.ODA.DACD.PROD.INDS.MIN.CD) and construction (DT.ODA.DACD.PROD.INDS.CON.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.INDS.CON.CD\",\"Gross ODA aid disbursement for construction, DAC donors total (current US$)\",\"This is described as construction policy and administrative management. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.INDS.IND.CD\",\"Gross ODA aid disbursement for industry, DAC donors total (current US$)\",\"This is industrial policy and administrative management; industrial development; small and medium-sized enterprises (SME) development; cottage industries and handicraft; agri-industries; food industries; textiles, leather and substitutes; chemicals; fertilizer plants; cement/lime/plaster; energy manufacturing; pharmaceutical production; basic metal industries; non-ferous metal industries; engineering; transport equipment industry and technological research and development. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.INDS.MIN.CD\",\"Gross ODA aid disbursement for mineral resources and mining, DAC donors total (current US$)\",\"This is described as mineral/mining policy and administrative management; mineral prospection and exploration; coal; oil and gas; ferrous metals; non-ferrous metals; precious metals/materials; industrial minerals; fertilizer minerals and offshore minerals. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.TRDP.CD\",\"Gross ODA aid disbursement for trade policy and regulations, DAC donors total (current US$)\",\"This is described as trade policy and administrative management; trade facilitation; regional trade agreements (RTAs); multilateral trade negotiations; trade-related adjustment and trade education/training. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PROD.TRSM.CD\",\"Gross ODA aid disbursement for tourism sector, DAC donors total (current US$)\",\"This described as tourism policy and administrative management. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.PRVT.CD\",\"Total ODA Private Net, DAC donors (current US$)\",\"Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims. Data are expressed in current U.S. dollars. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.RFGE.CD\",\"Gross ODA aid disbursement for refugees in donor countries, DAC donors total (current US$)\",\"This is described as support to refugees in donor countries. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.SOCI.CD\",\"Gross ODA aid disbursement for social infrastructure & services, DAC donors total (current US$)\",\"This is the aggregate total for education (DT.ODA.DACD.EDU.CD); health (DT.ODA.DACD.HLTH.CD); population programmes (DT.ODA.DACD.POP.CD); water supply and sanitation (DT.ODA.DACD.WSS.CD) and government and civil society (DT.ODA.DACD.GVCS.CD). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.TSEC.CD\",\"Gross ODA aid disbursement for total sector allocable, DAC donors total (current US$)\",\"This is the aggregate total of allocable sectors as follows: I.1 Education, Total; I.2 Health, Total; I.3 Population Programmes; I.4 Water Supply & Sanitation; I.5 Government & Civil Society; I.6 Other Social Infrastructure & Services; II.1Transport & Storage; II.2Communications; II.3 Energy; II.4 Banking & Financial Services; II.5 Business & Other Services; III.1 Agriculture - Forestry - Fishing, Total; III.2 Industry - Mining - Construction, Total; III.3 Trade Policy and Regulations; III.4 Tourism; IV.1 General Environment Protection; IV.2 Women In Development; IV.3 Other Multisector. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.UNAL.CD\",\"Gross ODA aid disbursement for unallocated/unspecified support, DAC donors total (current US$)\",\"This is described as sectors not specified and promotion of development awareness. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.WSS.CD\",\"Gross ODA aid disbursement for water supply and sanitation, DAC donors total (current US$)\",\"This is described as water resources policy and administrative management; water resources protection; water supply and sanitation - large systems; basic drinking water supply and basic sanitation; river development; waste management/disposal and education and training in water supply and sanitation. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.DACD.ZSG\",\"Net ODA received from DAC donors (% of recipient's GDP)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.\"\n\"DT.ODA.DACD.ZSI\",\"Net ODA received from DAC donors (% of recipient's GDI)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic investment estimates are used for the denominator.\"\n\"DT.ODA.MULT.CD\",\"Net ODA received from multilateral donors (current US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.MULT.CD.PC\",\"Net ODA received per capita from multilateral donors (current US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.\"\n\"DT.ODA.MULT.KD\",\"Net ODA received from multilateral donors (constant 2010 US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.\"\n\"DT.ODA.MULT.ZSG\",\"Net ODA received from multilateral donors (% of GDP)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.\"\n\"DT.ODA.MULT.ZSI\",\"Net ODA received from multilateral donors (% of gross capital formation)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.\"\n\"DT.ODA.MULTI.HIV.CNTRL.CD\",\"ODA aid disbursements for STD control including HIV/AIDS, Multilateral donors (current US$)\",\"All activities related to sexually transmitted diseases and HIV/AIDS control e.g. information, education and communication; testing; prevention; treatment, care. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.MULTI.HIV.MITI.CD\",\"ODA aid disbursements for Social mitigation of HIV/AIDS, Multilateral donors (current US$)\",\"Special programmes to address the consequences of HIV/AIDS, e.g. social, legal and economic assistance to people living with HIV/AIDS including food security and employment; support to vulnerable groups and children orphaned by HIV/AIDS; human rights of HIV/AIDS affected people. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.MULTI.MLR.CNTRL.CD\",\"ODA aid disbursements for Malaria control, multilateral donors total (current US$)\",\"Special programme to address the control of malaria. Note: data for Sub-Saharan Africa include \\\"South of Sahara regional\\\". Detailed descriptions are available www.oecd.org/dac/stats/crs/directives. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development.\"\n\"DT.ODA.NDAC.CD\",\"Net ODA received from non-DAC donors (current US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.NDAC.KD\",\"Net ODA received from non-DAC donors (constant 2010 US$)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. Data are in constant 2008 dollars.\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.NDAC.PRVT.CD\",\"Total ODA Private Net, non-DAC donors (current US$)\",\"The transactions covered are those undertaken by residents of non-DAC Member countries. Net private aid is private transactions broken down into direct investment, portfolio investment and export credits (net). Private transactions are those undertaken by firms and individuals resident in the reporting country. Portfolio investment corresponds to bonds and equities. Inflows into emerging countries’ stocks markets, are, however, heavily understated. Accordingly, the coverage of portfolio investment differs in these regards from the coverage of bank claims, which include indistinguishably export credit lending by banks. The bank claims data represent the net change in banks’ claims after adjustment to eliminate the effect of changes in exchange rates. They are therefore a proxy for net flow data, but are not themselves a net flow figure. They differ in two further regards from other OECD data. First, they relate to loans by banks resident in countries which report quarterly to the Bank for International Settlements (BIS). Secondly, no adjustment has been made to exclude short-term claims.. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.NDAC.ZSG\",\"Net ODA received from non-DAC bilateral donors (% of GDP)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross domestic product estimates are used for the denominator.\"\n\"DT.ODA.NDAC.ZSI\",\"Net ODA received from non-DAC bilateral donors (% of gross capital formation)\",\"Official development assistance and net official aid record the actual international transfer by the donor of financial resources or of goods or services valued at the cost to the donor, less any repayments of loan principal during the same period. \",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.\"\n\"DT.ODA.OATL.CD\",\"Net official aid received (current US$)\",\"Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.OATL.KD\",\"Net official aid received (constant 2013 US$)\",\"Net official aid refers to aid flows (net of repayments) from official donors to countries and territories in part II of the DAC list of recipients: more advanced countries of Central and Eastern Europe, the countries of the former Soviet Union, and certain advanced developing countries and territories. Official aid is provided under terms and conditions similar to those for ODA. Part II of the DAC List was abolished in 2005. The collection of data on official aid and other resource flows to Part II countries ended with 2004 data. Data are in constant 2012 U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ODAT.CD\",\"Net official development assistance received (current US$)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ODAT.CD1\",\"Net official development assistance received (current US$)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in current U.S. dollars.\",\"Sustainable Development Goals \",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ODAT.GD.ZS\",\"Net ODA received (% of GDP)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"Africa Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GDP estimates are used for the denominator.\"\n\"DT.ODA.ODAT.GI.ZS\",\"Net ODA received (% of gross capital formation)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank gross capital formation estimates are used for the denominator.\"\n\"DT.ODA.ODAT.GN.ZS\",\"Net ODA received (% of GNI)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank GNI estimates are used for the denominator.\"\n\"DT.ODA.ODAT.KD\",\"Net official development assistance received (constant 2013 US$)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent). Data are in constant 2012 U.S. dollars.\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline.\"\n\"DT.ODA.ODAT.MP.ZS\",\"Net ODA received (% of imports of goods, services and primary income)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank imports of good and services estimates are used for the denominator.\"\n\"DT.ODA.ODAT.PC.ZS\",\"Net ODA received per capita (current US$)\",\"Net official development assistance (ODA) per capita consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients; and is calculated by dividing net ODA received by the midyear population estimate. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. World Bank population estimates are used for the denominator.\"\n\"DT.ODA.ODAT.XP.ZS\",\"Net ODA received (% of central government expense)\",\"Net official development assistance (ODA) consists of disbursements of loans made on concessional terms (net of repayments of principal) and grants by official agencies of the members of the Development Assistance Committee (DAC), by multilateral institutions, and by non-DAC countries to promote economic development and welfare in countries and territories in the DAC list of ODA recipients. It includes loans with a grant element of at least 25 percent (calculated at a rate of discount of 10 percent).\",\"World Development Indicators\",\"Development Assistance Committee of the Organisation for Economic Co-operation and Development, Geographical Distribution of Financial Flows to Developing Countries, Development Co-operation Report, and International Development Statistics database. Data are available online at: www.oecd.org/dac/stats/idsonline. IMF central government expense estimates are used for the denominator.\"\n\"DT.SRV.POST.ZS\",\"Debt service to export ratio, ex-post (%)\",\"The debt service to export ratio is defined as the total debt service divided by the sum of exports of goods, services, and income plus workers' remittances. Definitions for each indicator follow. Total debt service (TDS) shows the debt service payments on total long-term debt (public and publicly guaranteed and private nonguaranteed), use of IMF credit, and interest on short-term debt only. Debt service payments are the sum of principal repayments and interest payments in the year specified. Exports of goods, services and income is the sum of goods (merchandise) exports, exports of (nonfactor) services and income (factor) receipts. Data are in current U.S. dollars. Workers' remittances are current transfers by migrants who are employed or intend to remain employed for more than a year in another economy in which they are considered residents. Some developing countries classify workers' remittances as a factor income receipt (and thus as a component of GNI). The World Bank adheres to international guidelines in defining GNI, and its classification of workers' remittances may therefore differ from national practices. This item shows receipts by the reporting country. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance and International Monetary Fund, International Financial Statistics.\"\n\"DT.TDA.DECT.CD\",\"Adjustments to scheduled debt service (current US$)\",\"Adjustment to scheduled debt service equals debt service not paid plus debt service arrears reductions and prepayments. Data are denominated in U.S. dollars. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.TDS.BLAT.CD\",\"PPG, bilateral (TDS, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.BLTC.CD\",\"PPG, bilateral concessional (TDS, current US$)\",\"Bilateral debt includes loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DEAE.CD.IL.03.US\",\"1280_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.0912.US\",\"1535_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.1218.US\",\"1620_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.1824.US\",\"1705_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.24P.US\",\"1790_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.36.US\",\"1365_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.69.US\",\"1450_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEAE.CD.IL.IQ.US\",\"1195_T3.2_.. Debt liabilities of direct investors to direct investment enterprises (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.15.UP.YR.SA.US\",\"158_T2_SDR allocations (principal) (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD\",\"Debt service on external debt, total (TDS, current US$)\",\"Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DECT.CD.00.03.MO.US\",\"034_T2_Total (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.03.US\",\"0114_T3_Total Debt Service Payments (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.03.YR.US\",\"100_T2_Total (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.04.06.MO.US\",\"045_T2_Total (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.04.YR.US\",\"111_T2_Total (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.05.10.YR.US\",\"133_T2_Total (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.05.YR.US\",\"122_T2_Total (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.07.09.MO.US\",\"056_T2_Total (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.0912.US\",\"0174_T3_Total Debt Service Payments (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.10.12.MO.US\",\"067_T2_Total (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.10.15.YR.US\",\"144_T2_Total (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.1218.US\",\"0194_T3_Total Debt Service Payments (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.13.18.MO.US\",\"078_T2_Total (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.15.UP.YR.US\",\"155_T2_Total (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.1824.US\",\"0214_T3_Total Debt Service Payments (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.19.24.MO.US\",\"089_T2_Total (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.24P.US\",\"0234_T3_Total Debt Service Payments (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.36.US\",\"0134_T3_Total Debt Service Payments (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.69.US\",\"0154_T3_Total Debt Service Payments (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.03.US\",\"1286_T3.2_Gross External Debt Payments (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.0912.US\",\"1541_T3.2_Gross External Debt Payments (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.1218.US\",\"1626_T3.2_Gross External Debt Payments (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.1824.US\",\"1711_T3.2_Gross External Debt Payments (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.24P.US\",\"1796_T3.2_Gross External Debt Payments (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.36.US\",\"1371_T3.2_Gross External Debt Payments (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.69.US\",\"1456_T3.2_Gross External Debt Payments (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.AR.IQ.US\",\"1201_T3.2_Gross External Debt Payments (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.03.US\",\"0105_T3_Deposit-Taking Corporations, except the Central Bank (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.0912.US\",\"0165_T3_Deposit-Taking Corporations, except the Central Bank (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.1218.US\",\"0185_T3_Deposit-Taking Corporations, except the Central Bank (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.1824.US\",\"0205_T3_Deposit-Taking Corporations, except the Central Bank (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.24P.US\",\"0225_T3_Deposit-Taking Corporations, except the Central Bank (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.36.US\",\"0125_T3_Deposit-Taking Corporations, except the Central Bank (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.69.US\",\"0145_T3_Deposit-Taking Corporations, except the Central Bank (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.03.US\",\"1244_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.0912.US\",\"1499_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.1218.US\",\"1584_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.1824.US\",\"1669_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.24P.US\",\"1754_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.36.US\",\"1329_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.69.US\",\"1414_T3.2_Deposit-Taking Corporations, except the Central Bank (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.AR.IQ.US\",\"1159_T3.2_Deposit-Taking Corporations, except the Central Bank (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.IQ.US\",\"0085_T3_Deposit-Taking Corporations, except the Central Bank (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.CB.RM.US\",\"0244_T4_Deposit-Taking Corporations, except the Central Bank (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.03.US\",\"0099_T3_General Government * (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.0912.US\",\"0159_T3_General Government * (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.1218.US\",\"0179_T3_General Government * (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.1824.US\",\"0199_T3_General Government * (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.24P.US\",\"0219_T3_General Government * (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.36.US\",\"0119_T3_General Government * (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.69.US\",\"0139_T3_General Government * (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.03.US\",\"1206_T3.2_General Government (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.0912.US\",\"1461_T3.2_General Government (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.1218.US\",\"1546_T3.2_General Government (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.1824.US\",\"1631_T3.2_General Government (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.24P.US\",\"1716_T3.2_General Government (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.36.US\",\"1291_T3.2_General Government (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.69.US\",\"1376_T3.2_General Government (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.AR.IQ.US\",\"1121_T3.2_General Government (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.IQ.US\",\"0079_T3_General Government * (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.GG.RM.US\",\"0238_T4_General Government (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.03.US\",\"0111_T3_Direct Investment: Intercompany Lending 4/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.0912.US\",\"0171_T3_Direct Investment: Intercompany Lending 4/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.1218.US\",\"0191_T3_Direct Investment: Intercompany Lending 4/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.1824.US\",\"0211_T3_Direct Investment: Intercompany Lending 4/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.24P.US\",\"0231_T3_Direct Investment: Intercompany Lending 4/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.36.US\",\"0131_T3_Direct Investment: Intercompany Lending 4/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.69.US\",\"0151_T3_Direct Investment: Intercompany Lending 4/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.03.US\",\"1276_T3.2_Direct Investment: Intercompany Lending 5/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.0912.US\",\"1531_T3.2_Direct Investment: Intercompany Lending 5/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.1218.US\",\"1616_T3.2_Direct Investment: Intercompany Lending 5/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.1824.US\",\"1701_T3.2_Direct Investment: Intercompany Lending 5/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.24P.US\",\"1786_T3.2_Direct Investment: Intercompany Lending 5/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.36.US\",\"1361_T3.2_Direct Investment: Intercompany Lending 5/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.69.US\",\"1446_T3.2_Direct Investment: Intercompany Lending 5/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.AR.IQ.US\",\"1191_T3.2_Direct Investment: Intercompany Lending 5/ (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.IQ.US\",\"0091_T3_Direct Investment: Intercompany Lending 4/ (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IL.RM.US\",\"0250_T4_Direct Investment: Intercompany Lending (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.IQ.00.US\",\"023_T2_Total (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.03.US\",\"0102_T3_Central Bank * (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.0912.US\",\"0162_T3_Central Bank * (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.1218.US\",\"0182_T3_Central Bank * (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.1824.US\",\"0202_T3_Central Bank * (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.24P.US\",\"0222_T3_Central Bank * (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.36.US\",\"0122_T3_Central Bank * (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.69.US\",\"0142_T3_Central Bank * (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.03.US\",\"1225_T3.2_Central Bank (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.0912.US\",\"1480_T3.2_Central Bank (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.1218.US\",\"1565_T3.2_Central Bank (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.1824.US\",\"1650_T3.2_Central Bank (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.24P.US\",\"1735_T3.2_Central Bank (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.36.US\",\"1310_T3.2_Central Bank (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.69.US\",\"1395_T3.2_Central Bank (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.AR.IQ.US\",\"1140_T3.2_Central Bank (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.IQ.US\",\"0082_T3_Central Bank * (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.MA.RM.US\",\"0241_T4_Central Bank (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.03.US\",\"0108_T3_Other Sectors (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.0912.US\",\"0168_T3_Other Sectors (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.1218.US\",\"0188_T3_Other Sectors (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.1824.US\",\"0208_T3_Other Sectors (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.24P.US\",\"0228_T3_Other Sectors (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.36.US\",\"0128_T3_Other Sectors (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.69.US\",\"0148_T3_Other Sectors (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.IQ.US\",\"0088_T3_Other Sectors (immediate) 3/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OS.RM.US\",\"0247_T4_Other Sectors (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.03.US\",\"1260_T3.2_Other Sectors (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.0912.US\",\"1515_T3.2_Other Sectors (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.1218.US\",\"1600_T3.2_Other Sectors (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.1824.US\",\"1685_T3.2_Other Sectors (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.24P.US\",\"1770_T3.2_Other Sectors (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.36.US\",\"1345_T3.2_Other Sectors (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.69.US\",\"1430_T3.2_Other Sectors (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.OT.AR.IQ.US\",\"1175_T3.2_Other Sectors (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.RM.US\",\"0253_T4_Total (One year or less)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.CD.SA.24P.US\",\"0237_T3_.. SDR allocations (principal)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DECT.EX.ZS\",\"Total debt service (% of exports of goods, services and primary income)\",\"Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DECT.GD.ZS\",\"Total debt service (% of GDP)\",\"Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.\",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.TDS.DECT.GN.ZS\",\"Total debt service (% of GNI)\",\"Total debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term debt, interest paid on short-term debt, and repayments (repurchases and charges) to the IMF.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DEFE.CD.IL.03.US\",\"1283_T3.2_.. Debt liabilities between fellow enterprises (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.0912.US\",\"1538_T3.2_.. Debt liabilities between fellow enterprises (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.1218.US\",\"1623_T3.2_.. Debt liabilities between fellow enterprises (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.1824.US\",\"1708_T3.2_.. Debt liabilities between fellow enterprises (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.24P.US\",\"1793_T3.2_.. Debt liabilities between fellow enterprises (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.36.US\",\"1368_T3.2_.. Debt liabilities between fellow enterprises (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.69.US\",\"1453_T3.2_.. Debt liabilities between fellow enterprises (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DEFE.CD.IL.IQ.US\",\"1198_T3.2_.. Debt liabilities between fellow enterprises (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.03.US\",\"1277_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.0912.US\",\"1532_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.1218.US\",\"1617_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.1824.US\",\"1702_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.24P.US\",\"1787_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.36.US\",\"1362_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.69.US\",\"1447_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DILD.CD.IL.IQ.US\",\"1192_T3.2_.. Debt liabilities of direct investment enterprises to direct investors (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DIMF.CD\",\"IMF repurchases and charges (TDS, current US$)\",\"IMF repurchases are total repayments of outstanding drawings from the General Resources Account during the year specified, excluding repayments due in the reserve tranche. IMF charges cover interest payments with respect to all uses of IMF resources, excluding those resulting from drawings in the reserve tranche. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DLBN.CD.CB.AR.03.US\",\"1248_T3.2_.. Debt securities (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.0912.US\",\"1503_T3.2_.. Debt securities (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.1218.US\",\"1588_T3.2_.. Debt securities (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.1824.US\",\"1673_T3.2_.. Debt securities (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.24P.US\",\"1758_T3.2_.. Debt securities (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.36.US\",\"1333_T3.2_.. Debt securities (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.69.US\",\"1418_T3.2_.. Debt securities (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.CB.AR.IQ.US\",\"1163_T3.2_.. Debt securities (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.03.US\",\"1213_T3.2_.. Debt securities (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.0912.US\",\"1468_T3.2_.. Debt securities (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.1218.US\",\"1553_T3.2_.. Debt securities (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.1824.US\",\"1638_T3.2_.. Debt securities (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.24P.US\",\"1723_T3.2_.. Debt securities (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.36.US\",\"1298_T3.2_.. Debt securities (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.69.US\",\"1383_T3.2_.. Debt securities (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.GG.AR.IQ.US\",\"1128_T3.2_.. Debt securities (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.03.US\",\"1232_T3.2_.. Debt securities (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.0912.US\",\"1487_T3.2_.. Debt securities (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.1218.US\",\"1572_T3.2_.. Debt securities (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.1824.US\",\"1657_T3.2_.. Debt securities (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.24P.US\",\"1742_T3.2_.. Debt securities (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.36.US\",\"1317_T3.2_.. Debt securities (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.69.US\",\"1402_T3.2_.. Debt securities (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.MA.AR.IQ.US\",\"1147_T3.2_.. Debt securities (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.03.US\",\"1264_T3.2_.. Debt securities (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.0912.US\",\"1519_T3.2_.. Debt securities (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.1218.US\",\"1604_T3.2_.. Debt securities (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.1824.US\",\"1689_T3.2_.. Debt securities (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.24P.US\",\"1774_T3.2_.. Debt securities (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.36.US\",\"1349_T3.2_.. Debt securities (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.69.US\",\"1434_T3.2_.. Debt securities (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLBN.CD.OT.AR.IQ.US\",\"1179_T3.2_.. Debt securities (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.03.US\",\"1245_T3.2_.. Currency and deposits (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.0912.US\",\"1500_T3.2_.. Currency and deposits (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.1218.US\",\"1585_T3.2_.. Currency and deposits (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.1824.US\",\"1670_T3.2_.. Currency and deposits (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.24P.US\",\"1755_T3.2_.. Currency and deposits (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.36.US\",\"1330_T3.2_.. Currency and deposits (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.69.US\",\"1415_T3.2_.. Currency and deposits (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.CB.AR.IQ.US\",\"1160_T3.2_.. Currency and deposits (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.03.US\",\"1210_T3.2_.. Currency and deposits (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.0912.US\",\"1465_T3.2_.. Currency and deposits (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.1218.US\",\"1550_T3.2_.. Currency and deposits (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.1824.US\",\"1635_T3.2_.. Currency and deposits (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.24P.US\",\"1720_T3.2_.. Currency and deposits (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.36.US\",\"1295_T3.2_.. Currency and deposits (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.69.US\",\"1380_T3.2_.. Currency and deposits (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.GG.AR.IQ.US\",\"1125_T3.2_.. Currency and deposits (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.03.US\",\"1229_T3.2_.. Currency and deposits (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.0912.US\",\"1484_T3.2_.. Currency and deposits (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.1218.US\",\"1569_T3.2_.. Currency and deposits (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.1824.US\",\"1654_T3.2_.. Currency and deposits (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.24P.US\",\"1739_T3.2_.. Currency and deposits (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.36.US\",\"1314_T3.2_.. Currency and deposits (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.69.US\",\"1399_T3.2_.. Currency and deposits (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.MA.AR.IQ.US\",\"1144_T3.2_.. Currency and deposits (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.03.US\",\"1261_T3.2_.. Currency and deposits (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.0912.US\",\"1516_T3.2_.. Currency and deposits (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.1218.US\",\"1601_T3.2_.. Currency and deposits (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.1824.US\",\"1686_T3.2_.. Currency and deposits (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.24P.US\",\"1771_T3.2_.. Currency and deposits (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.36.US\",\"1346_T3.2_.. Currency and deposits (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.69.US\",\"1431_T3.2_.. Currency and deposits (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLCD.CD.OT.AR.IQ.US\",\"1176_T3.2_.. Currency and deposits (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.03.US\",\"1251_T3.2_.. Loans (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.0912.US\",\"1506_T3.2_.. Loans (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.1218.US\",\"1591_T3.2_.. Loans (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.1824.US\",\"1676_T3.2_.. Loans (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.24P.US\",\"1761_T3.2_.. Loans (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.36.US\",\"1336_T3.2_.. Loans (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.69.US\",\"1421_T3.2_.. Loans (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.CB.AR.IQ.US\",\"1166_T3.2_.. Loans (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.03.US\",\"1216_T3.2_.. Loans (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.0912.US\",\"1471_T3.2_.. Loans (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.1218.US\",\"1556_T3.2_.. Loans (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.1824.US\",\"1641_T3.2_.. Loans (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.24P.US\",\"1726_T3.2_.. Loans (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.36.US\",\"1301_T3.2_.. Loans (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.69.US\",\"1386_T3.2_.. Loans (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.GG.AR.IQ.US\",\"1131_T3.2_.. Loans (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.03.US\",\"1235_T3.2_.. Loans (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.0912.US\",\"1490_T3.2_.. Loans (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.1218.US\",\"1575_T3.2_.. Loans (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.1824.US\",\"1660_T3.2_.. Loans (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.24P.US\",\"1745_T3.2_.. Loans (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.36.US\",\"1320_T3.2_.. Loans (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.69.US\",\"1405_T3.2_.. Loans (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.MA.AR.IQ.US\",\"1150_T3.2_.. Loans (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.03.US\",\"1267_T3.2_.. Loans (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.0912.US\",\"1522_T3.2_.. Loans (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.1218.US\",\"1607_T3.2_.. Loans (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.1824.US\",\"1692_T3.2_.. Loans (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.24P.US\",\"1777_T3.2_.. Loans (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.36.US\",\"1352_T3.2_.. Loans (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.69.US\",\"1437_T3.2_.. Loans (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTL.CD.OT.AR.IQ.US\",\"1182_T3.2_.. Loans (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.03.US\",\"1257_T3.2_.. Other debt liabilities 3/ 4/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.0912.US\",\"1512_T3.2_.. Other debt liabilities 3/ 4/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.1218.US\",\"1597_T3.2_.. Other debt liabilities 3/ 4/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.1824.US\",\"1682_T3.2_.. Other debt liabilities 3/ 4/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.24P.US\",\"1767_T3.2_.. Other debt liabilities 3/ 4/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.36.US\",\"1342_T3.2_.. Other debt liabilities 3/ 4/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.69.US\",\"1427_T3.2_.. Other debt liabilities 3/ 4/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.CB.AR.IQ.US\",\"1172_T3.2_.. Other debt liabilities 3/ 4/ (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.03.US\",\"1222_T3.2_.. Other debt liabilities 3/ 4/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.0912.US\",\"1477_T3.2_.. Other debt liabilities 3/ 4/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.1218.US\",\"1562_T3.2_.. Other debt liabilities 3/ 4/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.1824.US\",\"1647_T3.2_.. Other debt liabilities 3/ 4/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.24P.US\",\"1732_T3.2_.. Other debt liabilities 3/ 4/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.36.US\",\"1307_T3.2_.. Other debt liabilities 3/ 4/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.69.US\",\"1392_T3.2_.. Other debt liabilities 3/ 4/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.GG.AR.IQ.US\",\"1137_T3.2_.. Other debt liabilities 3/ 4/ (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.03.US\",\"1241_T3.2_.. Other debt liabilities 3/ 4/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.0912.US\",\"1496_T3.2_.. Other debt liabilities 3/ 4/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.1218.US\",\"1581_T3.2_.. Other debt liabilities 3/ 4/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.1824.US\",\"1666_T3.2_.. Other debt liabilities 3/ 4/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.24P.US\",\"1751_T3.2_.. Other debt liabilities 3/ 4/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.36.US\",\"1326_T3.2_.. Other debt liabilities 3/ 4/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.69.US\",\"1411_T3.2_.. Other debt liabilities 3/ 4/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.MA.AR.IQ.US\",\"1156_T3.2_.. Other debt liabilities 3/ 4/ (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.03.US\",\"1273_T3.2_.. Other debt liabilities 3/ 4/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.0912.US\",\"1528_T3.2_.. Other debt liabilities 3/ 4/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.1218.US\",\"1613_T3.2_.. Other debt liabilities 3/ 4/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.1824.US\",\"1698_T3.2_.. Other debt liabilities 3/ 4/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.24P.US\",\"1783_T3.2_.. Other debt liabilities 3/ 4/ (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.36.US\",\"1358_T3.2_.. Other debt liabilities 3/ 4/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.69.US\",\"1443_T3.2_.. Other debt liabilities 3/ 4/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTO.CD.OT.AR.IQ.US\",\"1188_T3.2_.. Other debt liabilities 3/ 4/ (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.03.US\",\"1207_T3.2_.. Special drawing rights (allocations) * (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.0912.US\",\"1462_T3.2_.. Special drawing rights (allocations) * (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.1218.US\",\"1547_T3.2_.. Special drawing rights (allocations) * (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.1824.US\",\"1632_T3.2_.. Special drawing rights (allocations) * (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.24P.US\",\"1717_T3.2_.. Special drawing rights (allocations) * (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.36.US\",\"1292_T3.2_.. Special drawing rights (allocations) * (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.69.US\",\"1377_T3.2_.. Special drawing rights (allocations) * (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.GG.IQ.US\",\"1122_T3.2_.. Special drawing rights (allocations) * (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.03.US\",\"1226_T3.2_.. Special drawing rights (allocations) * (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.0912.US\",\"1481_T3.2_.. Special drawing rights (allocations) * (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.1218.US\",\"1566_T3.2_.. Special drawing rights (allocations) * (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.1824.US\",\"1651_T3.2_.. Special drawing rights (allocations) * (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.24P.US\",\"1736_T3.2_.. Special drawing rights (allocations) * (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.36.US\",\"1311_T3.2_.. Special drawing rights (allocations) * (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.69.US\",\"1396_T3.2_.. Special drawing rights (allocations) * (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTS.CD.MA.AR.IQ.US\",\"1141_T3.2_.. Special drawing rights (allocations) * (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.03.US\",\"1254_T3.2_.. Trade credit and advances (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.0912.US\",\"1509_T3.2_.. Trade credit and advances (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.1218.US\",\"1594_T3.2_.. Trade credit and advances (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.1824.US\",\"1679_T3.2_.. Trade credit and advances (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.24P.US\",\"1764_T3.2_.. Trade credit and advances (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.36.US\",\"1339_T3.2_.. Trade credit and advances (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.69.US\",\"1424_T3.2_.. Trade credit and advances (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.CB.AR.IQ.US\",\"1169_T3.2_.. Trade credit and advances (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.03.US\",\"1219_T3.2_.. Trade credit and advances (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.0912.US\",\"1474_T3.2_.. Trade credit and advances (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.1218.US\",\"1559_T3.2_.. Trade credit and advances (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.1824.US\",\"1644_T3.2_.. Trade credit and advances (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.24P.US\",\"1729_T3.2_.. Trade credit and advances (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.36.US\",\"1304_T3.2_.. Trade credit and advances (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.69.US\",\"1389_T3.2_.. Trade credit and advances (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.GG.AR.IQ.US\",\"1134_T3.2_.. Trade credit and advances (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.03.US\",\"1238_T3.2_.. Trade credit and advances (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.0912.US\",\"1493_T3.2_.. Trade credit and advances (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.1218.US\",\"1578_T3.2_.. Trade credit and advances (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.1824.US\",\"1663_T3.2_.. Trade credit and advances (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.24P.US\",\"1748_T3.2_.. Trade credit and advances (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.36.US\",\"1323_T3.2_.. Trade credit and advances (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.69.US\",\"1408_T3.2_.. Trade credit and advances (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.MA.AR.IQ.US\",\"1153_T3.2_.. Trade credit and advances (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.03.US\",\"1270_T3.2_.. Trade credit and advances (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.0912.US\",\"1525_T3.2_.. Trade credit and advances (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.1218.US\",\"1610_T3.2_.. Trade credit and advances (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.1824.US\",\"1695_T3.2_.. Trade credit and advances (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.24P.US\",\"1780_T3.2_.. Trade credit and advances (More than 2yrs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.36.US\",\"1355_T3.2_.. Trade credit and advances (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.69.US\",\"1440_T3.2_.. Trade credit and advances (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLTT.CD.OT.AR.IQ.US\",\"1185_T3.2_.. Trade credit and advances (immediate) 2/\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TDS.DLXF.CD\",\"Debt service on external debt, long-term (TDS, current US$)\",\"Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DPNG.CD\",\"Debt service on external debt, private nonguaranteed (PNG) (TDS, current US$)\",\"Private nonguaranteed debt service is an external obligation of a private debtor that is not guaranteed for repayment by a public entity. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Long-term external debt is defined as debt that has an original or extended maturity of more than one year and that is owed to nonresidents by residents of an economy and repayable in currency, goods, or services. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DPPF.XP.ZS\",\"Debt service (PPG and IMF only, % of exports of goods, services and primary income)\",\"Debt service is the sum of principle repayments and interest actually paid in currency, goods, or services. This series differs from the standard debt to exports series. It covers only long-term public and publicly guaranteed debt and repayments (repurchases and charges) to the IMF. Data for Heavily Indebted Poor Countries (HIPC) are from HIPC Initiative's Status of Implementation Report.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DPPG.CD\",\"Debt service on external debt, public and publicly guaranteed (PPG) (TDS, current US$)\",\"Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DPPG.GN.ZS\",\"Public and publicly guaranteed debt service (% of GNI)\",\"Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.DPPG.XP.ZS\",\"Public and publicly guaranteed debt service (% of exports of goods, services and primary income)\",\"Public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity. Exports refer to exports of goods, services, and income.\",\"World Development Indicators\",\"World Bank.\"\n\"DT.TDS.MIBR.CD\",\"PPG, IBRD (TDS, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Bank for Reconstruction and Development (IBRD) is nonconcessional. Nonconcessional debt excludes loans with an original grant element of 25 percent or more. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.MIDA.CD\",\"PPG, IDA (TDS, current US$)\",\"Public and publicly guaranteed debt outstanding from the International Development Association (IDA) is concessional. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.MLAT.CD\",\"Multilateral debt service (TDS, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.MLAT.PG.ZS\",\"Multilateral debt service (% of public and publicly guaranteed debt service)\",\"Multilateral debt service is the repayment of principal and interest to the World Bank, regional development banks, and other multilateral agencies. public and publicly guaranteed debt service is the sum of principal repayments and interest actually paid in currency, goods, or services on long-term obligations of public debtors and long-term private obligations guaranteed by a public entity.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.MLTC.CD\",\"PPG, multilateral concessional (TDS, current US$)\",\"Public and publicly guaranteed multilateral loans include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Concessional debt is defined as loans with an original grant element of 25 percent or more. The grant element of a loan is the grant equivalent expressed as a percentage of the amount committed. It is used as a measure of the overall cost of borrowing. The grant equivalent of a loan is its commitment (present) value, less the discounted present value of its contractual debt service; conventionally, future service payments are discounted at 10 percent. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.OFFT.CD\",\"PPG, official creditors (TDS, current US$)\",\"Public and publicly guaranteed debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PBND.CD\",\"PPG, bonds (TDS, current US$)\",\"Public and publicly guaranteed debt from bonds that are either publicly issued or privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PCBK.CD\",\"PPG, commercial banks (TDS, current US$)\",\"Public and publicly guaranteed commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PGNG.CD\",\"Debt service, PPG and PNG private creditors (TDS, current US$)\",\"Debt service for private and public non-guaranteed debt is the sum of the two.\",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.TDS.PNGB.CD\",\"PNG, bonds (TDS, current US$)\",\"Nonguaranteed long-term debt from bonds that are privately placed. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PNGC.CD\",\"PNG, commercial banks and other creditors (TDS, current US$)\",\"Nonguaranteed long-term commercial bank loans from private banks and other private financial institutions. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PROP.CD\",\"PPG, other private creditors (TDS, current US$)\",\"Public and publicly guaranteed other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PRVS.CD.00.03.MO.US\",\"031_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.03.YR.US\",\"097_T2_Publicly-Guaranteed Private Sector External Debt 5/ (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.04.06.MO.US\",\"042_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.04.YR.US\",\"108_T2_Publicly-Guaranteed Private Sector External Debt 5/ (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.05.10.YR.US\",\"130_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.05.YR.US\",\"119_T2_Publicly-Guaranteed Private Sector External Debt 5/ (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.07.09.MO.US\",\"053_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.10.12.MO.US\",\"064_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.10.15.YR.US\",\"141_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.13.18.MO.US\",\"075_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.15.UP.YR.US\",\"152_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.19.24.MO.US\",\"086_T2_Publicly-Guaranteed Private Sector External Debt 5/ (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVS.CD.IQ.00.US\",\"020_T2_Publicly-Guaranteed Private Sector External Debt 5/ (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PRVT.CD\",\"PPG, private creditors (TDS, current US$)\",\"Public and publicly guaranteed debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Debt service payments are the sum of principal repayments and interest payments actually made in the year specified. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.TDS.PUBS.CD.00.03.MO.US\",\"028_T2_Public Sector External Debt 4 / * (More than 0 to 3)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.03.YR.US\",\"094_T2_Public Sector External Debt 4 / * (3yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.04.06.MO.US\",\"039_T2_Public Sector External Debt 4 / * (More than 3 to 6)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.04.YR.US\",\"105_T2_Public Sector External Debt 4 / * (4yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.05.10.YR.US\",\"127_T2_Public Sector External Debt 4 / * (More than 5 to 10 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.05.YR.US\",\"116_T2_Public Sector External Debt 4 / * (5yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.07.09.MO.US\",\"050_T2_Public Sector External Debt 4 / * (More than 6 to 9)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.10.12.MO.US\",\"061_T2_Public Sector External Debt 4 / * (More than 9 to 12)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.10.15.YR.US\",\"138_T2_Public Sector External Debt 4 / * (More than 10 to 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.13.18.MO.US\",\"072_T2_Public Sector External Debt 4 / * (More than 12 to 18)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.15.UP.YR.US\",\"149_T2_Public Sector External Debt 4 / * (More than 15 yrs)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.19.24.MO.US\",\"083_T2_Public Sector External Debt 4 / * (More than 18 to 24)\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TDS.PUBS.CD.IQ.00.US\",\"017_T2_Public Sector External Debt 4 / * (immediately) 3/\",\"\",\"Quarterly External Debt Statistics/GDDS (New)\",\"\"\n\"DT.TRA.DECT.CD\",\"Debt service, reduction in arrears/prepayments (current US$)\",\"Adjustment - debt service arrears reductions/prepayments (-), equals principal arrears reductions/prepayments plus interest arrears reductions. Data are denominated in U.S. dollars. \",\"Africa Development Indicators\",\"World Bank, Global Development Finance.\"\n\"DT.TXA.DECT.CD.CB.US\",\"0397_T1.4_Deposit-Taking Corporations, except the Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.GG.US\",\"0391_T1.4_General Government\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.IL.IN.US\",\"0414_T1.4_.... Interest\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.IL.PR.US\",\"0413_T1.4_.... Principal\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.IL.US\",\"0412_T1.4_.. Direct Investment: Intercompany Lending\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.MA.US\",\"0394_T1.4_Central Bank\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.OT.HH.US\",\"0409_T1.4_.. Households and nonprofit institutions serving households (NPISHs)\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.OT.NB.US\",\"0403_T1.4_Other financial corporations\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.OT.NF.US\",\"0406_T1.4_.. Nonfinancial corporations\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.OT.US\",\"0400_T1.4_Other Sectors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DECT.CD.TO.US\",\"0424_T1.4_Total\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DIDI.CD.IL.US\",\"0415_T1.4_Debt liabilities of direct investment enterprises to direct investors\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DIFE.CD.IL.US\",\"0421_T1.4_.. Debt liabilities between fellow enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXA.DIIE.CD.IL.US\",\"0418_T1.4_.. Debt liabilities of direct investors to direct investment enterprises\",\"\",\"Quarterly External Debt Statistics/SDDS (New)\",\"\"\n\"DT.TXR.DPPG.CD\",\"Total amount of debt rescheduled (current US$)\",\"Total amount of debt rescheduled includes the debt stock, principal, interest, charges and penalties rescheduled. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.UND.DPPG.CD\",\"Undisbursed external debt, total (UND, current US$)\",\"Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Public and publicly guaranteed long-term debt are aggregated. Public debt is an external obligation of a public debtor, including the national government, a political subdivision (or an agency of either), and autonomous public bodies. Publicly guaranteed debt is an external obligation of a private debtor that is guaranteed for repayment by a public entity. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.UND.OFFT.CD\",\"Undisbursed external debt, official creditors (UND, current US$)\",\"Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from official creditors includes loans from international organizations (multilateral loans) and loans from governments (bilateral loans). Loans from international organization include loans and credits from the World Bank, regional development banks, and other multilateral and intergovernmental agencies. Excluded are loans from funds administered by an international organization on behalf of a single donor government; these are classified as loans from governments. Government loans include loans from governments and their agencies (including central banks), loans from autonomous bodies, and direct loans from official export credit agencies. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DT.UND.PRVT.CD\",\"Undisbursed external debt, private creditors (UND, current US$)\",\"Undisbursed debt is the total public and publicly guaranteed debt undrawn at year end; data for private nonguaranteed debt are not available. Debt from private creditors include bonds that are either publicly issued or privately placed; commercial bank loans from private banks and other private financial institutions; and other private credits from manufacturers, exporters, and other suppliers of goods, and bank credits covered by a guarantee of an export credit agency. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"DXGSRMRCHNSCD\",\"Exports Merchandise, Customs, current US$, millions\",\"Merchandise (goods) exports, free on board (f.o.b.), in current US$ millions, not seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DXGSRMRCHNSKD\",\"Exports Merchandise, Customs, constant US$, millions\",\"Merchandise (goods) exports, free on board (f.o.b.), in constant US$ millions not seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DXGSRMRCHNSXD\",\"Exports Merchandise, Customs, Price, US$\",\"The price index of Merchandise (goods) exports, free on board (f.o.b.), in currrent US$ millions. Not seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DXGSRMRCHSACD\",\"Exports Merchandise, Customs, current US$, millions, seas. adj.\",\"Merchandise (goods) exports, free on board (f.o.b.), in current US$ millions, seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DXGSRMRCHSAKD\",\"Exports Merchandise, Customs, constant US$, millions, seas. adj.\",\"Merchandise (goods) exports, free on board (f.o.b.), in constant US$ millions, seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"DXGSRMRCHSAXD\",\"Exports Merchandise, Customs, Price, US$, seas. adj.\",\"The price index of Merchandise (goods) exports, free on board (f.o.b.), in US$ seasonally adjusted.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"E1i\",\"81.Destination Entry Rate of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E1ii\",\"82.Destination Entry Rate of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E1iii\",\"83.Destination Entry Rate of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E2i\",\"84.Destination Entry Rate of Survivors: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E2ii\",\"85.Destination Entry Rate of Survivors: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E2iii\",\"86.Destination Entry Rate of Survivors: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E3i\",\"87.Share of New Destinations in TEV of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E3ii\",\"88.Share of New Destinations in TEV of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E3iii\",\"89.Share of New Destinations in TEV of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E4i\",\"90.Share of New Destinations in TEV of Survivors: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E4ii\",\"91.Share of New Destinations in TEV of Survivors: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E4iii\",\"92.Share of New Destinations in TEV of Survivors: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E5i\",\"93.Destination Exit Rate of Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E5ii\",\"94.Destination Exit Rate of Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E5iii\",\"95.Destination Exit Rate of Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E6i\",\"96.Destination Survival Rate of 2-year Incumbents: Mean\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E6ii\",\"97.Destination Survival Rate of 2-year Incumbents: Median\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"E6iii\",\"98.Destination Survival Rate of 2-year Incumbents: StDev\",\"Exporter-level information on export transactions - Customs\",\"Exporter Dynamics Database: Country-Year\",\"\"\n\"EA.PRD.AGRI.KD\",\"Agriculture value added per worker (constant 2010 US$)\",\"Agriculture value added per worker is a measure of agricultural productivity. Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1-5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"Derived from World Bank national accounts files and Food and Agriculture Organization, Production Yearbook and data files.\"\n\"EC.XPD. CAP.CR\",\"Capital expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"EC.XPD.GSR.CR\",\"Goods and services expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"EC.XPD.OTHR.CR\",\"Others expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"EC.XPD.STAF.CR\",\"Personnel expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"EC.XPD.TOTL.CR\",\"Total Expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"EE.BOD.TOTL.KG\",\"Organic water pollutant (BOD) emissions (kg per day)\",\"Emissions of organic water pollutants are measured by biochemical oxygen demand, which refers to the amount of oxygen that bacteria in water will consume in breaking down waste. This is a standard water-treatment test for the presence of organic pollutants.\",\"Africa Development Indicators\",\"1998 study by Hemamala Hettige, Muthukumara Mani, and David Wheeler, \\\"Industrial Pollution in Economic Development: Kuznets Revisited\\\" (available at www.worldbank.org/nipr). The data were updated by the World Bank's Development Research Group using the same methodology as the initial study.\"\n\"EG.EGY.PRIM.PP.KD\",\"Energy intensity level of primary energy (MJ/$2011 PPP GDP)\\r\\n\",\"Energy intensity level of primary energy is the ratio between energy supply and gross domestic product measured at purchasing power parity. Energy intensity is an indication of how much energy is used to produce one unit of economic output. Lower ratio indicates that less energy is used to produce one unit of output.\\r\\n\",\"World Development Indicators\",\"© OECD/IEA and World Bank, based on IEA data in IEA World Energy Balances © OECD/IEA 2013 edition, subject to https://www.iea.org/t&c/termsandconditions/\\r\\n\"\n\"EG.ELC.ACCS.RU.ZS\",\"Access to electricity, rural (% of rural population)\",\"Access to electricity, rural is the percentage of rural population with access to electricity.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for all (SE4ALL) database from World Bank, Global Electrification database.\"\n\"EG.ELC.ACCS.UR.ZS\",\"Access to electricity, urban (% of urban population)\",\"Access to electricity, urban is the percentage of urban population with access to electricity.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for All (SE4ALL) database from World Bank, Global Electrification database.\"\n\"EG.ELC.ACCS.ZS\",\"Access to electricity (% of population)\",\"Access to electricity is the percentage of population with access to electricity. Electrification data are collected from industry, national surveys and international sources.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for All (SE4ALL) database from World Bank, Global Electrification database.\"\n\"EG.ELC.COAL.ZS\",\"Electricity production from coal sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.FOSL.ZS\",\"Electricity production from oil, gas and coal sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products. Gas refers to natural gas but excludes natural gas liquids. Coal refers to all coal and brown coal, both primary (including hard coal and lignite-brown coal) and derived fuels (including patent fuel, coke oven coke, gas coke, coke oven gas, and blast furnace gas). Peat is also included in this category.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.HYRO.ZS\",\"Electricity production from hydroelectric sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Hydropower refers to electricity produced by hydroelectric power plants.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.LOSS.ZS\",\"Electric power transmission and distribution losses (% of output)\",\"Electric power transmission and distribution losses include losses in transmission between sources of supply and points of distribution and in the distribution to consumers, including pilferage.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.NGAS.ZS\",\"Electricity production from natural gas sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Gas refers to natural gas but excludes natural gas liquids.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.NUCL.ZS\",\"Electricity production from nuclear sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Nuclear power refers to electricity produced by nuclear power plants.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.PETR.ZS\",\"Electricity production from oil sources (% of total)\",\"Sources of electricity refer to the inputs used to generate electricity. Oil refers to crude oil and petroleum products.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.RNEW.ZS\",\"Renewable electricity output (% of total electricity output)\\r\\n\",\"Renewable electricity is the share of electrity generated by renewable power plants in total electricity generated by all types of plants.\\r\\n\",\"World Development Indicators\",\"© OECD/IEA and World Bank, based on IEA data in IEA World Energy Balances © OECD/IEA 2013 edition, subject to https://www.iea.org/t&c/termsandconditions/\\r\\n\"\n\"EG.ELC.RNWX.KH\",\"Electricity production from renewable sources, excluding hydroelectric (kWh)\",\"Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.\\n\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.ELC.RNWX.ZS\",\"Electricity production from renewable sources, excluding hydroelectric (% of total)\",\"Electricity production from renewable sources, excluding hydroelectric, includes geothermal, solar, tides, wind, biomass, and biofuels.\\n\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.FEC.RNEW.ZS\",\"Renewable energy consumption (% of total final energy consumption)\\r\\n\",\"Renewable energy consumption is the share of renewables energy in total final energy consumption.\\r\\n\",\"World Development Indicators\",\"© OECD/IEA and World Bank, based on IEA data in IEA World Energy Balances © OECD/IEA 2013 edition, subject to https://www.iea.org/t&c/termsandconditions/\\r\\n\"\n\"EG.GDP.PUSE.KO.PP\",\"GDP per unit of energy use (PPP $ per kg of oil equivalent)\",\"GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to current international dollars using purchasing power parity rates based on the 2011 ICP round. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.GDP.PUSE.KO.PP.KD\",\"GDP per unit of energy use (constant 2011 PPP $ per kg of oil equivalent)\",\"GDP per unit of energy use is the PPP GDP per kilogram of oil equivalent of energy use. PPP GDP is gross domestic product converted to 2011 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.IMP.CONS.ZS\",\"Energy imports, net (% of energy use)\",\"Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.IMP.TOTL.KT.OE\",\"Energy imports (kt of oil equivalent)\",\"Net energy imports are estimated as energy use less production, both measured in oil equivalents. A negative value indicates that the country is a net exporter. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.\",\"Africa Development Indicators\",\"International Energy Agency and United Nations, Energy Statistics Yearbook.\"\n\"EG.NSF.ACCS.RU.ZS\",\"Access to non-solid fuel, rural (% of rural population)\",\"Access to non-solid fuel, rural is the percentage of rural population with access to non-solid fuel.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household Energy database.\"\n\"EG.NSF.ACCS.UR.ZS\",\"Access to non-solid fuel, urban (% of urban population)\",\"Access to non-solid fuel, urban is the percentage of urban population with access to non-solid fuel.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household Energy database.\"\n\"EG.NSF.ACCS.ZS\",\"Access to non-solid fuel (% of population)\",\"Access to non-solid fuel is the percentage of population with access to non-solid fuel.\",\"World Development Indicators\",\"World Bank, Sustainable Energy for all (SE4ALL) database from WHO Global Household Energy database.\"\n\"EG.USE.COMM.CL.ZS\",\"Alternative and nuclear energy (% of total energy use)\",\"Clean energy is noncarbohydrate energy that does not produce carbon dioxide when generated. It includes hydropower and nuclear, geothermal, and solar power, among others.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.USE.COMM.FO.ZS\",\"Fossil fuel energy consumption (% of total)\",\"Fossil fuel comprises coal, oil, petroleum, and natural gas products.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.USE.COMM.GD.PP.KD\",\"Energy use (kg of oil equivalent) per $1,000 GDP (constant 2011 PPP)\",\"Energy use per PPP GDP is the kilogram of oil equivalent of energy use per constant PPP GDP. Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport. PPP GDP is gross domestic product converted to 2011 constant international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as a U.S. dollar has in the United States.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.USE.CRNW.ZS\",\"Combustible renewables and waste (% of total energy)\",\"Combustible renewables and waste comprise solid biomass, liquid biomass, biogas, industrial waste, and municipal waste, measured as a percentage of total energy use.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.USE.ELEC.KH.PC\",\"Electric power consumption (kWh per capita)\",\"Electric power consumption measures the production of power plants and combined heat and power plants less transmission, distribution, and transformation losses and own use by heat and power plants.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EG.USE.PCAP.KG.OE\",\"Energy use (kg of oil equivalent per capita)\",\"Energy use refers to use of primary energy before transformation to other end-use fuels, which is equal to indigenous production plus imports and stock changes, minus exports and fuels supplied to ships and aircraft engaged in international transport.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EMBI\",\"J.P. Morgan Emerging Markets Bond Index (EMBI+)\",\"J.P. Morgan Emerging Markets Bond Index Plus is a market capitalization-weighted index based on bonds in emerging markets. the EMBI series which covers all of the external currency denomination debt of the emerging markets, as opposed to simply Brady Bond investment. It is constructed with well-defined liquidity criteria to ensure that the index provides a fair and replicable benchmark. There are currently 31 instruments from 21 countries.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"EN.AGR.EMPL\",\"Economically active population in agriculture (number)\",\"Agricultural employment shows the number of workers in the agricultural sector.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, Production Yearbook and data files.\"\n\"EN.AGR.EMPL.FE\",\"Economically active population in agriculture, female (FAO, number)\",\"Economically active female population in agriculture is that part of the economically active female population engaged in or seeking work in agriculture, hunting, fishing or forestry. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.AGR.EMPL.IN\",\"Agricultural population (FAO, number)\",\"The Agricultural Population is defined as all persons depending for their livelihood on agriculture, hunting, fishing or forestry. This estimate comprises all persons actively engaged in agriculture and their non-working dependants. The Agricultural Population series are estimated by FAO based on the total population series obtained from UN Population Division (\\\"World population prospects: The 2008 Revision\\\") and the ratios of labour force in total population and agricultural labour force in total labour force from ILO: (\\\"Economically active population, 1950-2010: The 4th Revision\\\", ILO, Geneva, 1996). Direct information on agricultural population derived from national population censuses or surveys is scarce.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.AGR.EMPL.MA\",\"Economically active population in agriculture, male (FAO, number)\",\"Economically active male population in agriculture is that part of the economically active male population engaged in or seeking work in agriculture, hunting, fishing or forestry. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.ANM.THRD.NO\",\"Animal species, threatened\",\"Animal species are mammals (excluding whales and porpoises) and birds (included within a country's breeding or wintering ranges). Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.\",\"Africa Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.\"\n\"EN.ATM.CO2E.CP.KT\",\"CO2 emissions from cement production (thousand metric tons)\",\"Carbon dioxide emissions from cement production refer mainly to emissions during cement production. Cement production is a multi-step process and CO2 is actually released from klinker production during the cement production process. The U.S. Department of Energy’s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division’s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine’s Cement Manufacturing Data Set). Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide). Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds. Trends estimated from a consistent time series tend to be more accurate than individual values. Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections. Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries. The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.ATM.CO2E.EG.ZS\",\"CO2 intensity (kg per kg of oil equivalent energy use)\",\"Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.FF.KT\",\"CO2 emissions from fossil-fuels, total (thousand metric tons)\",\"Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring). The U.S. Department of Energy’s carbon Dioxide Information Analysis Center (CDIAC) calculates annual anthropogenic emissions from data on fossil fuel consumption (from the United Nations Statistics Division’s World Energy Data Set) and world cement manufacturing (from the U.S. Bureau of Mine’s Cement Manufacturing Data Set). Carbon dioxide emissions, often calculated and reported as elemental carbon, were converted to actual carbon dioxide mass by multiplying them by 3.664 (the ratio of the mass of carbon to that of carbon dioxide). Although estimates of global carbon dioxide emissions are probably accurate within 10 percent (as calculated from global average file chemistry and use), country estimates may have larger error bounds. Trends estimated from a consistent time series tend to be more accurate than individual values. Each year the CDIAC recalculates the entire time series since 1949, incorporating recent findings and corrections. Estimates exclude fuels supplied to ships and aircraft in international transport because of the difficulty of apportioning he fuels among benefitting countries. The ratio of carbon dioxide per unit of energy shows carbon intensity, which is the amount of carbon dioxide emitted as a result of using one unit of energy in the process of production. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.ATM.CO2E.FF.ZS\",\"CO2 emissions from fossil-fuels (% of total)\",\"Fossil fuel is any hydrocarbon deposit that can be burned for heat or power, such as petroleum, coal, and natural gas. This is the sum total of all fossil fuel emissions (solid fuel consumption, liquid fuel consumption, gas fuel consumption, cement production and gas flaring). \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.ATM.CO2E.GF.KT\",\"CO2 emissions from gaseous fuel consumption (kt) \",\"Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.GF.ZS\",\"CO2 emissions from gaseous fuel consumption (% of total) \",\"Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of natural gas as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.GL.KT\",\"CO2 emissions from gas flaring (thousand metric tons)\",\"Carbon dioxide emissions from gas flaring fuel consumption refer mainly to emissions from gas flaring activities. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.ATM.CO2E.KD.GD\",\"CO2 emissions (kg per 2010 US$ of GDP)\",\"Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.KT\",\"CO2 emissions (kt)\",\"Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.LF.KT\",\"CO2 emissions from liquid fuel consumption (kt) \",\"Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.LF.ZS\",\"CO2 emissions from liquid fuel consumption (% of total) \",\"Carbon dioxide emissions from liquid fuel consumption refer mainly to emissions from use of petroleum-derived fuels as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.PC\",\"CO2 emissions (metric tons per capita)\",\"Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.PP.GD\",\"CO2 emissions (kg per PPP $ of GDP)\",\"Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.PP.GD.KD\",\"CO2 emissions (kg per 2011 PPP $ of GDP)\",\"Carbon dioxide emissions are those stemming from the burning of fossil fuels and the manufacture of cement. They include carbon dioxide produced during consumption of solid, liquid, and gas fuels and gas flaring.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.SF.KT\",\"CO2 emissions from solid fuel consumption (kt) \",\"Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.CO2E.SF.ZS\",\"CO2 emissions from solid fuel consumption (% of total)\",\"Carbon dioxide emissions from solid fuel consumption refer mainly to emissions from use of coal as an energy source.\",\"World Development Indicators\",\"Carbon Dioxide Information Analysis Center, Environmental Sciences Division, Oak Ridge National Laboratory, Tennessee, United States.\"\n\"EN.ATM.GHGO.KT.CE\",\"Other greenhouse gas emissions, HFC, PFC and SF6 (thousand metric tons of CO2 equivalent)\",\"Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.GHGO.ZG\",\"Other greenhouse gas emissions (% change from 1990)\",\"Other greenhouse gas emissions are by-product emissions of hydrofluorocarbons, perfluorocarbons, and sulfur hexafluoride. Each year of data shows the percentage change to that year from 1990.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.GHGT.KT.CE\",\"Total greenhouse gas emissions (kt of CO2 equivalent)\",\"Total greenhouse gas emissions in kt of CO2 equivalent are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and Savannah burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6).\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR), EDGARv4.2 FT2012: http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.GHGT.ZG\",\"Total greenhouse gas emissions (% change from 1990)\",\"Total greenhouse gas emissions are composed of CO2 totals excluding short-cycle biomass burning (such as agricultural waste burning and Savannah burning) but including other biomass burning (such as forest fires, post-burn decay, peat fires and decay of drained peatlands), all anthropogenic CH4 sources, N2O sources and F-gases (HFCs, PFCs and SF6). Each year of data shows the percentage change to that year from 1990.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.HFCG.KT.CE\",\"HFC gas emissions (thousand metric tons of CO2 equivalent)\",\"Hydrofluorocarbons, used as a replacement for chlorofluorocarbons, are used mainly in refrigeration and semiconductor manufacturing.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.METH.AG.KT.CE\",\"Agricultural methane emissions (thousand metric tons of CO2 equivalent)\",\"Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savannah burning.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.METH.AG.ZS\",\"Agricultural methane emissions (% of total)\",\"Agricultural methane emissions are emissions from animals, animal waste, rice production, agricultural waste burning (nonenergy, on-site), and savannah burning.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.METH.EG.KT.CE\",\"Methane emissions in energy sector (thousand metric tons of CO2 equivalent)\",\"Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.METH.EG.ZS\",\"Energy related methane emissions (% of total)\",\"Methane emissions from energy processes are emissions from the production, handling, transmission, and combustion of fossil fuels and biofuels.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.METH.IN.ZS\",\"Energy related methane emissions (% of total)\",\"Industrial methane emissions are emissions from the handling, transmission, and combustion of fossil fuels and biofuels.\",\"Africa Development Indicators\",\"International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp).\"\n\"EN.ATM.METH.KT.CE\",\"Methane emissions (kt of CO2 equivalent)\",\"Methane emissions are those stemming from human activities such as agriculture and from industrial methane production.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.METH.ZG\",\"Methane emissions (% change from 1990)\",\"Methane emissions are those stemming from human activities such as agriculture and from industrial methane production. Each year of data shows the percentage change to that year from 1990.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.NOXE.AG.KT.CE\",\"Agricultural nitrous oxide emissions (thousand metric tons of CO2 equivalent)\",\"Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savannah burning.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.NOXE.AG.ZS\",\"Agricultural nitrous oxide emissions (% of total)\",\"Agricultural nitrous oxide emissions are emissions produced through fertilizer use (synthetic and animal manure), animal waste management, agricultural waste burning (nonenergy, on-site), and savannah burning.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.NOXE.EG.KT.CE\",\"Nitrous oxide emissions in energy sector (thousand metric tons of CO2 equivalent)\",\"Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.NOXE.EG.ZS\",\"Nitrous oxide emissions in energy sector (% of total)\",\"Nitrous oxide emissions from energy processes are emissions produced by the combustion of fossil fuels and biofuels.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.NOXE.IN.ZS\",\"Nitrous oxide emissions in industrial and energy processes (% of total nitrous oxide emissions)\",\"Industrial nitrous oxide emissions are emissions produced during the manufacturing of adipic acid and nitric acid.\",\"Africa Development Indicators\",\"International Energy Agency (IEA Statistics © OECD/IEA, http://www.iea.org/stats/index.asp).\"\n\"EN.ATM.NOXE.KT.CE\",\"Nitrous oxide emissions (thousand metric tons of CO2 equivalent)\",\"Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.NOXE.ZG\",\"Nitrous oxide emissions (% change from 1990)\",\"Nitrous oxide emissions are emissions from agricultural biomass burning, industrial activities, and livestock management. Each year of data shows the percentage change to that year from 1990.\",\"World Development Indicators\",\"World Bank staff estimates from original source: European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/.\"\n\"EN.ATM.PFCG.KT.CE\",\"PFC gas emissions (thousand metric tons of CO2 equivalent)\",\"Perfluorocarbons, used as a replacement for chlorofluorocarbons in manufacturing semiconductors, are a byproduct of aluminum smelting and uranium enrichment.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.ATM.PM25.MC.M3\",\"PM2.5 air pollution, mean annual exposure (micrograms per cubic meter)\",\"Population-weighted exposure to ambient PM2.5 pollution is defined as the average level of exposure of a nation's population to concentrations of suspended particles measuring less than 2.5 microns in aerodynamic diameter, which are capable of penetrating deep into the respiratory tract and causing severe health damage. Exposure is calculated by weighting mean annual concentrations of PM2.5 by population in both urban and rural areas.\",\"World Development Indicators\",\"Brauer, M. et al. 2016. “Ambient Air Pollution Exposure Estimation for the Global Burden of Disease 2013.” Environmental Science & Technology 50, no. 1: 79–88.\"\n\"EN.ATM.PM25.MC.ZS\",\"PM2.5 air pollution, population exposed to levels exceeding WHO guideline value (% of total)\",\"Percent of population exposed to ambient concentrations of PM2.5 that exceed the WHO guideline value is defined as the portion of a country’s population living in places where mean annual concentrations of PM2.5 are greater than 10 micrograms per cubic meter, the guideline value recommended by the World Health Organization as the lower end of the range of concentrations over which adverse health effects due to PM2.5 exposure have been observed.\",\"World Development Indicators\",\"Brauer, M. et al. 2016. “Ambient Air Pollution Exposure Estimation for the Global Burden of Disease 2013.” Environmental Science & Technology 50, no. 1: 79–88.\"\n\"EN.ATM.SF6G.KT.CE\",\"SF6 gas emissions (thousand metric tons of CO2 equivalent)\",\"Sulfur hexafluoride is used largely to insulate high-voltage electric power equipment.\",\"World Development Indicators\",\"European Commission, Joint Research Centre (JRC)/Netherlands Environmental Assessment Agency (PBL). Emission Database for Global Atmospheric Research (EDGAR): http://edgar.jrc.ec.europa.eu/\"\n\"EN.BIR.THRD.NO\",\"Bird species, threatened\",\"Birds are listed for countries included within their breeding or wintering ranges. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.\"\n\"EN.CLC.DRSK.XQ\",\"Disaster risk reduction progress score (1-5 scale; 5=best)\",\"Disaster risk reduction progress score is an average of self-assessment scores, ranging from 1 to 5, submitted by countries under Priority 1 of the Hyogo Framework National Progress Reports. The Hyogo Framework is a global blueprint for disaster risk reduction efforts that was adopted by 168 countries in 2005. Assessments of \\\"Priority 1\\\" include four indicators that reflect the degree to which countries have prioritized disaster risk reduction and the strengthening of relevant institutions.\",\"World Development Indicators\",\"(UNISDR, 2009-2011 Progress Reports, http://www.preventionweb.net/english/hyogo).\"\n\"EN.CLC.GHGR.MT.CE\",\"GHG net emissions/removals by LUCF (Mt of CO2 equivalent)\",\"GHG net emissions/removals by LUCF refers to changes in atmospheric levels of all greenhouse gases attributable to forest and land-use change activities, including but not limited to (1) emissions and removals of CO2 from decreases or increases in biomass stocks due to forest management, logging, fuelwood collection, etc.; (2) conversion of existing forests and natural grasslands to other land uses; (3) removal of CO2 from the abandonment of formerly managed lands (e.g. croplands and pastures); and (4) emissions and removals of CO2 in soil associated with land-use change and management. For Annex-I countries under the UNFCCC, these data are drawn from the annual GHG inventories submitted to the UNFCCC by each country; for non-Annex-I countries, data are drawn from the most recently submitted National Communication where available. Because of differences in reporting years and methodologies, these data are not generally considered comparable across countries. Data are in million metric tons.\",\"World Development Indicators\",\"United Nations Framework Convention on Climate Change.\"\n\"EN.CLC.MDAT.ZS\",\"Droughts, floods, extreme temperatures (% of population, average 1990-2009)\",\"Droughts, floods and extreme temperatures is the annual average percentage of the population that is affected by natural disasters classified as either droughts, floods, or extreme temperature events. A drought is an extended period of time characterized by a deficiency in a region's water supply that is the result of constantly below average precipitation. A drought can lead to losses to agriculture, affect inland navigation and hydropower plants, and cause a lack of drinking water and famine. A flood is a significant rise of water level in a stream, lake, reservoir or coastal region. Extreme temperature events are either cold waves or heat waves. A cold wave can be both a prolonged period of excessively cold weather and the sudden invasion of very cold air over a large area. Along with frost it can cause damage to agriculture, infrastructure, and property. A heat wave is a prolonged period of excessively hot and sometimes also humid weather relative to normal climate patterns of a certain region. Population affected is the number of people injured, left homeless or requiring immediate assistance during a period of emergency resulting from a natural disaster; it can also include displaced or evacuated people. Average percentage of population affected is calculated by dividing the sum of total affected for the period stated by the sum of the annual population figures for the period stated.\",\"World Development Indicators\",\"EM-DAT: The OFDA/CRED International Disaster Database: www.emdat.be, Université Catholique de Louvain, Brussels (Belgium), World Bank.\"\n\"EN.CO2.BLDG.ZS\",\"CO2 emissions from residential buildings and commercial and public services (% of total fuel combustion)\",\"CO2 emissions from residential buildings and commercial and public services contains all emissions from fuel combustion in households. This corresponds to IPCC Source/Sink Category 1 A 4 b. Commercial and public services includes emissions from all activities of ISIC Divisions 41, 50-52, 55, 63-67, 70-75, 80, 85, 90-93 and 99.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EN.CO2.ETOT.ZS\",\"CO2 emissions from electricity and heat production, total (% of total fuel combustion)\",\"CO2 emissions from electricity and heat production is the sum of three IEA categories of CO2 emissions: (1) Main Activity Producer Electricity and Heat which contains the sum of emissions from main activity producer electricity generation, combined heat and power generation and heat plants. Main activity producers (formerly known as public utilities) are defined as those undertakings whose primary activity is to supply the public. They may be publicly or privately owned. This corresponds to IPCC Source/Sink Category 1 A 1 a. For the CO2 emissions from fuel combustion (summary) file, emissions from own on-site use of fuel in power plants (EPOWERPLT) are also included. (2) Unallocated Autoproducers which contains the emissions from the generation of electricity and/or heat by autoproducers. Autoproducers are defined as undertakings that generate electricity and/or heat, wholly or partly for their own use as an activity which supports their primary activity. They may be privately or publicly owned. In the 1996 IPCC Guidelines, these emissions would normally be distributed between industry, transport and \\\"other\\\" sectors. (3) Other Energy Industries contains emissions from fuel combusted in petroleum refineries, for the manufacture of solid fuels, coal mining, oil and gas extraction and other energy-producing industries. This corresponds to the IPCC Source/Sink Categories 1 A 1 b and 1 A 1 c. According to the 1996 IPCC Guidelines, emissions from coke inputs to blast furnaces can either be counted here or in the Industrial Processes source/sink category. Within detailed sectoral calculations, certain non-energy processes can be distinguished. In the reduction of iron in a blast furnace through the combustion of coke, the primary purpose of the coke oxidation is to produce pig iron and the emissions can be considered as an industrial process. Care must be taken not to double count these emissions in both Energy and Industrial Processes. In the IEA estimations, these emissions have been included in this category.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EN.CO2.MANF.ZS\",\"CO2 emissions from manufacturing industries and construction (% of total fuel combustion)\",\"CO2 emissions from manufacturing industries and construction contains the emissions from combustion of fuels in industry. The IPCC Source/Sink Category 1 A 2 includes these emissions. However, in the 1996 IPCC Guidelines, the IPCC category also includes emissions from industry autoproducers that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers). Manufacturing industries and construction also includes emissions from coke inputs into blast furnaces, which may be reported either in the transformation sector, the industry sector or the separate IPCC Source/Sink Category 2, Industrial Processes.\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EN.CO2.OTHX.ZS\",\"CO2 emissions from other sectors, excluding residential buildings and commercial and public services (% of total fuel combustion)\",\"CO2 emissions from other sectors, less residential buildings and commercial and public services, contains the emissions from commercial/institutional activities, residential, agriculture/forestry, fishing and other emissions not specified elsewhere that are included in the IPCC Source/Sink Categories 1 A 4 and 1 A 5. In the 1996 IPCC Guidelines, the category also includes emissions from autoproducers in the commercial/residential/agricultural sectors that generate electricity and/or heat. The IEA data are not collected in a way that allows the energy consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EN.CO2.TRAN.ZS\",\"CO2 emissions from transport (% of total fuel combustion)\",\"CO2 emissions from transport contains emissions from the combustion of fuel for all transport activity, regardless of the sector, except for international marine bunkers and international aviation. This includes domestic aviation, domestic navigation, road, rail and pipeline transport, and corresponds to IPCC Source/Sink Category 1 A 3. In addition, the IEA data are not collected in a way that allows the autoproducer consumption to be split by specific end-use and therefore, autoproducers are shown as a separate item (Unallocated Autoproducers).\",\"World Development Indicators\",\"IEA Statistics © OECD/IEA 2014 (http://www.iea.org/stats/index.asp), subject to https://www.iea.org/t&c/termsandconditions/\"\n\"EN.FSH.THRD.NO\",\"Fish species, threatened\",\"Fish species are based on Froese, R. and Pauly, D. (eds). 2008. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.\",\"World Development Indicators\",\"Froese, R. and Pauly, D. (eds). 2008. FishBase database, www.fishbase.org.\"\n\"EN.HPT.THRD.NO\",\"Plant species (higher), threatened\",\"Higher plants are native vascular plant species. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.\"\n\"EN.MAM.THRD.NO\",\"Mammal species, threatened\",\"Mammal species are mammals excluding whales and porpoises. Threatened species are the number of species classified by the IUCN as endangered, vulnerable, rare, indeterminate, out of danger, or insufficiently known.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, and International Union for Conservation of Nature, Red List of Threatened Species.\"\n\"EN.NAGR.EMPL.IN\",\"Non-agricultural population (FAO, number)\",\"The non-agricultural population is obtained as a residual of agricultural population from the total population. \",\"Africa Development Indicators\",\"Food and Agriculture Organization, electronic files and web site.\"\n\"EN.POP.DNST\",\"Population density (people per sq. km of land area)\",\"Population density is midyear population divided by land area in square kilometers. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of their country of origin. Land area is a country's total area, excluding area under inland water bodies, national claims to continental shelf, and exclusive economic zones. In most cases the definition of inland water bodies includes major rivers and lakes.\",\"World Development Indicators\",\"Food and Agriculture Organization and World Bank population estimates.\"\n\"EN.POP.EL5M.RU.ZS\",\"Rural population living in areas where elevation is below 5 meters (% of total population)\",\"Rural population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"EN.POP.EL5M.UR.ZS\",\"Urban population living in areas where elevation is below 5 meters (% of total population)\",\"Urban population below 5m is the percentage of the total population, living in areas where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"EN.POP.EL5M.ZS\",\"Population living in areas where elevation is below 5 meters (% of total population)\",\"Population below 5m is the percentage of the total population living in areas where the elevation is 5 meters or less.\",\"World Development Indicators\",\"Center for International Earth Science Information Network (CIESIN)/Columbia University. 2013. Urban-Rural Population and Land Area Estimates Version 2. Palisades, NY: NASA Socioeconomic Data and Applications Center (SEDAC). http://sedac.ciesin.columbia.edu/data/set/lecz-urban-rural-population-land-area-estimates-v2.\"\n\"EN.POP.SLUM.UR.ZS\",\"Population living in slums, (% of urban population)\",\"Population living in slums is the proportion of the urban population living in slum households. A slum household is defined as a group of individuals living under the same roof lacking one or more of the following conditions: access to improved water, access to improved sanitation, sufficient living area, and durability of housing.\",\"World Development Indicators\",\"UN HABITAT, retrieved from the United Nation's Millennium Development Goals database. Data are available at: Http://mdgs.un.org\"\n\"EN.RUR.DNST\",\"Rural population density (rural population per sq. km of arable land)\",\"Rural population density is the rural population divided by the arable land area. Rural population is calculated as the difference between the total population and the urban population. Arable land includes land defined by the FAO as land under temporary crops (double-cropped areas are counted once), temporary meadows for mowing or for pasture, land under market or kitchen gardens, and land temporarily fallow. Land abandoned as a result of shifting cultivation is excluded.\",\"Africa Development Indicators\",\"Food and Agriculture Organization and World Bank population estimates.\"\n\"EN.URB.LCTY\",\"Population in largest city\",\"Population in largest city is the urban population living in the country's largest metropolitan area.\",\"World Development Indicators\",\"United Nations, World Urbanization Prospects.\"\n\"EN.URB.LCTY.UR.ZS\",\"Population in the largest city (% of urban population)\",\"Population in largest city is the percentage of a country's urban population living in that country's largest metropolitan area.\",\"World Development Indicators\",\"United Nations, World Urbanization Prospects.\"\n\"EN.URB.MCTY\",\"Population in urban agglomerations of more than 1 million\",\"Population in urban agglomerations of more than one million is the country's population living in metropolitan areas that in 2000 had a population of more than one million people.\",\"World Development Indicators\",\"United Nations, World Urbanization Prospects.\"\n\"EN.URB.MCTY.TL.ZS\",\"Population in urban agglomerations of more than 1 million (% of total population)\",\"Population in urban agglomerations of more than one million is the percentage of a country's population living in metropolitan areas that in 2000 had a population of more than one million people.\",\"World Development Indicators\",\"United Nations, World Urbanization Prospects.\"\n\"EP.CPI.1996\",\"Consumer Price Index in 42 cities base 1996\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"EP.CPI.2002\",\"Consumer Price Index in 45 cities base 2002\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"EP.CPI.2007\",\"Consumer Price Index in 66 cities base 2007\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"EP.PMP.DESL.CD\",\"Pump price for diesel fuel (US$ per liter)\",\"Fuel prices refer to the pump prices of the most widely sold grade of diesel fuel. Prices have been converted from the local currency to U.S. dollars.\",\"World Development Indicators\",\"German Agency for International Cooperation (GIZ).\"\n\"EP.PMP.SGAS.CD\",\"Pump price for gasoline (US$ per liter)\",\"Fuel prices refer to the pump prices of the most widely sold grade of gasoline. Prices have been converted from the local currency to U.S. dollars.\",\"World Development Indicators\",\"German Agency for International Cooperation (GIZ).\"\n\"eq_pay_eq_wk\",\"Do legal provisions mandate equal pay for equal work (1=Yes, 0=No)?\",\"Are there laws or constitutional provisions mandating equal pay between men and women for work of equal value? (1=Yes,0=No)\",\"Jobs for Knowledge Platform\",\"World Bank, Doing Business project (http://www.doingbusiness.org).\"\n\"ER.BDV.TOTL.XQ\",\"GEF benefits index for biodiversity (0 = no biodiversity potential to 100 = maximum)\",\"GEF benefits index for biodiversity is a composite index of relative biodiversity potential for each country based on the species represented in each country, their threat status, and the diversity of habitat types in each country. The index has been normalized so that values run from 0 (no biodiversity potential) to 100 (maximum biodiversity potential).\",\"World Development Indicators\",\"Kiran Dev Pandey, Piet Buys, Ken Chomitz, and David Wheeler's, \\\"Biodiversity Conservation Indicators: New Tools for Priority Setting at the Global Environment Facility\\\" (2006).\"\n\"ER.FSH.AQUA.MT\",\"Aquaculture production (metric tons)\",\"Aquaculture is understood to mean the farming of aquatic organisms including fish, molluscs, crustaceans and aquatic plants. Aquaculture production specifically refers to output from aquaculture activities, which are designated for final harvest for consumption.\",\"World Development Indicators\",\"Food and Agriculture Organization.\"\n\"ER.FSH.CAPT.MT\",\"Capture fisheries production (metric tons)\",\"Capture fisheries production measures the volume of fish catches landed by a country for all commercial, industrial, recreational and subsistence purposes.\",\"World Development Indicators\",\"Food and Agriculture Organization.\"\n\"ER.FSH.PROD.MT\",\"Total fisheries production (metric tons)\",\"Total fisheries production measures the volume of aquatic species caught by a country for all commercial, industrial, recreational and subsistence purposes. The harvest from mariculture, aquaculture and other kinds of fish farming is also included.\",\"World Development Indicators\",\"Food and Agriculture Organization.\"\n\"ER.FST.DFST.ZG\",\"Annual deforestation (% of change)\",\"Average annual deforestation refers to the permanent conversion of natural forest area to other uses, including shifting cultivation, permanent agriculture, ranching, settlements, and infrastructure development. Deforested areas do not include areas logged but intended for regeneration or areas degraded by fuelwood gathering, acid precipitation, or forest fires. Negative numbers indicate an increase in forest area.\",\"Corporate Scorecard\",\"Food and Agriculture Organization, Global Forest Resources Assessment.\"\n\"ER.GDP.FWTL.M3.KD\",\"Water productivity, total (constant 2010 US$ GDP per cubic meter of total freshwater withdrawal)\",\"Water productivity is calculated as GDP in constant prices divided by annual total water withdrawal.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data, and World Bank and OECD GDP estimates.\"\n\"ER.H2O.FWAG.ZS\",\"Annual freshwater withdrawals, agriculture (% of total freshwater withdrawal)\",\"Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture are total withdrawals for irrigation and livestock production. Data are for the most recent year available for 1987-2002.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.FWDM.ZS\",\"Annual freshwater withdrawals, domestic (% of total freshwater withdrawal)\",\"Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.FWIN.ZS\",\"Annual freshwater withdrawals, industry (% of total freshwater withdrawal)\",\"Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for industry are total withdrawals for direct industrial use (including withdrawals for cooling thermoelectric plants). Data are for the most recent year available for 1987-2002.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.FWTL.K3\",\"Annual freshwater withdrawals, total (billion cubic meters)\",\"Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.FWTL.ZS\",\"Annual freshwater withdrawals, total (% of internal resources)\",\"Annual freshwater withdrawals refer to total water withdrawals, not counting evaporation losses from storage basins. Withdrawals also include water from desalination plants in countries where they are a significant source. Withdrawals can exceed 100 percent of total renewable resources where extraction from nonrenewable aquifers or desalination plants is considerable or where there is significant water reuse. Withdrawals for agriculture and industry are total withdrawals for irrigation and livestock production and for direct industrial use (including withdrawals for cooling thermoelectric plants). Withdrawals for domestic uses include drinking water, municipal use or supply, and use for public services, commercial establishments, and homes. Data are for the most recent year available for 1987-2002.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.INTR.K3\",\"Renewable internal freshwater resources, total (billion cubic meters)\",\"Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.H2O.INTR.PC\",\"Renewable internal freshwater resources per capita (cubic meters)\",\"Renewable internal freshwater resources flows refer to internal renewable resources (internal river flows and groundwater from rainfall) in the country. Renewable internal freshwater resources per capita are calculated using the World Bank's population estimates.\",\"World Development Indicators\",\"Food and Agriculture Organization, AQUASTAT data.\"\n\"ER.LND.PTLD.K2\",\"Terrestrial protected areas (sq. km)\",\"Nationally protected areas are totally or partially protected areas of at least 1,000 hectares that are designated as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, and litoral (intertidal) areas are not included. The data also do not include sites protected under local or provincial law.\",\"Africa Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.\"\n\"ER.LND.PTLD.ZS\",\"Terrestrial protected areas (% of total land area)\",\"Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine areas, unclassified areas, littoral (intertidal) areas, and sites protected under local or provincial law are excluded.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.\"\n\"ER.MRN.PTMR.K2\",\"Marine protected areas (sq. km)\",\"Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.\",\"Africa Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.\"\n\"ER.MRN.PTMR.ZS\",\"Marine protected areas (% of territorial waters)\",\"Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.\"\n\"ER.PTD.TOTL.ZS\",\"Terrestrial and marine protected areas (% of total territorial area)\",\"Terrestrial protected areas are totally or partially protected areas of at least 1,000 hectares that are designated by national authorities as scientific reserves with limited public access, national parks, natural monuments, nature reserves or wildlife sanctuaries, protected landscapes, and areas managed mainly for sustainable use. Marine protected areas are areas of intertidal or subtidal terrain--and overlying water and associated flora and fauna and historical and cultural features--that have been reserved by law or other effective means to protect part or all of the enclosed environment. Sites protected under local or provincial law are excluded.\",\"World Development Indicators\",\"United Nations Environmental Program and the World Conservation Monitoring Centre, as compiled by the World Resources Institute, based on data from national authorities, national legislation and international agreements.\"\n\"exp_sa_allsa_spe_tot\",\"Total spending as percent of GDP - All Social Assistance\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_cc_spe_tot\",\"Total spending as percent of GDP - Conditional Cash Transfers\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_ct_spe_tot\",\"Total spending as percent of GDP - Cash Transfers\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_fw_spe_tot\",\"Total spending as percent of GDP - Fee Waivers\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_ik_spe_tot\",\"Total spending as percent of GDP - In-Kind\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_os_spe_tot\",\"Total spending as percent of GDP - Other Social Assistance\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_pw_spe_tot\",\"Total spending as percent of GDP - Public Works\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_sf_spe_tot\",\"Total spending as percent of GDP - School Feeding\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"exp_sa_sp_spe_tot\",\"Total spending as percent of GDP - Social Pension\",\"\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"FB.AST.LOAN.CB.P3\",\"Loan accounts, commercial banks (per 1,000 adults)\",\"Loan accounts at commercial banks include loans from banks to individuals, businesses, and others, including home mortgages, consumer loans, business loans, trade loans, student loans, emergency loans, agricultural loans, and the like. Commercial banks are banks with a full banking license. In some countries, the term \\\"universal banks\\\" or other terms may be used. Majority government- and state-owned banks are included in this category to the extent that they perform a broad set of retail banking functions and are regulated and supervised in the same manner as privately owned banks.\",\"Jobs for Knowledge Platform\",\"Consultative Group to Assist the Poor and the World Bank Group’s \\\"Financial Access 2010.\\\"\"\n\"FB.AST.LOAN.MF.P3\",\"Loan accounts, microfinance institutions (per 1,000 adults)\",\"Microfinance institutions are institutions whose primary business model is to lend to (and possibly take deposits from) the poor, often using specialized methodologies such as group lending. The data collected using this institutional classification necessarily understate the scale of microfinance because many banks, cooperatives, and specialized state-owned institutions provide microfinance services as part of their activities.\",\"Jobs for Knowledge Platform\",\"Consultative Group to Assist the Poor and the World Bank Group’s \\\"Financial Access 2010.\\\"\"\n\"FB.AST.NPER.ZS\",\"Bank nonperforming loans to total gross loans (%)\",\"Bank nonperforming loans to total gross loans are the value of nonperforming loans divided by the total value of the loan portfolio (including nonperforming loans before the deduction of specific loan-loss provisions). The loan amount recorded as nonperforming should be the gross value of the loan as recorded on the balance sheet, not just the amount that is overdue.\",\"World Development Indicators\",\"International Monetary Fund, Global Financial Stability Report.\"\n\"FB.ATM.TOTL.P5\",\"Automated teller machines (ATMs) (per 100,000 adults)\",\"Automated teller machines are computerized telecommunications devices that provide clients of a financial institution with access to financial transactions in a public place.\",\"World Development Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"FB.BNK.CAPA.ZS\",\"Bank capital to assets ratio (%)\",\"Bank capital to assets is the ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets.\",\"World Development Indicators\",\"International Monetary Fund, Global Financial Stability Report.\"\n\"FB.CBK.BRCH.P5\",\"Commercial bank branches (per 100,000 adults)\",\"Commercial bank branches are retail locations of resident commercial banks and other resident banks that function as commercial banks that provide financial services to customers and are physically separated from the main office but not organized as legally separated subsidiaries.\",\"World Development Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"FB.CBK.BRWR.P3\",\"Borrowers from commercial banks (per 1,000 adults)\",\"Borrowers from commercial banks are the reported number of resident customers that are nonfinancial corporations (public and private) and households who obtained loans from commercial banks and other banks functioning as commercial banks. For many countries data cover the total number of loan accounts due to lack of information on loan account holders.\",\"World Development Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"FB.CBK.DPTR.P3\",\"Depositors with commercial banks (per 1,000 adults)\",\"Depositors with commercial banks are the reported number of deposit account holders at commercial banks and other resident banks functioning as commercial banks that are resident nonfinancial corporations (public and private) and households. For many countries data cover the total number of deposit accounts due to lack of information on account holders. The major types of deposits are checking accounts, savings accounts, and time deposits.\",\"World Development Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"FB.POS.TOTL.P5\",\"Point-of-sale terminals (per 100,000 adults)\",\"Point-of-sale terminals are the equipment used to manage the selling process by a salesperson-accessible interface in the location where a transaction takes place.\",\"World Development Indicators\",\"Consultative Group to Assist the Poor and the World Bank Group’s \\\"Financial Access 2010.\\\"\"\n\"FC.XPD.ADMN.CR\",\"General administration function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.AGR.CR\",\"Agriculture function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.ECON.CR\",\"Economy function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.EDU.CR\",\"Education function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.ENVR.CR\",\"Environment function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.HE.CR\",\"Health function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.HOUS.CR\",\"Housing and public facilities function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.INFR.CR\",\"Infrastructure function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.PROT.CR\",\"Social protection function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.PUBL.CR\",\"Public, law and order function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.RELG.CR\",\"Religious function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FC.XPD.TOUR.CR\",\"Tourism and culture function expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"FD.AST.PRVT.GD.ZS\",\"Domestic credit to private sector by banks (% of GDP)\",\"Domestic credit to private sector by banks refers to financial resources provided to the private sector by other depository corporations (deposit taking corporations except central banks), such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FD.RES.LIQU.AS.ZS\",\"Bank liquid reserves to bank assets ratio (%)\",\"Ratio of bank liquid reserves to bank assets is the ratio of domestic currency holdings and deposits with the monetary authorities to claims on other governments, nonfinancial public enterprises, the private sector, and other banking institutions.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FI.RES.GOLD.CD.WB\",\"Gold, valued at year-end London prices (current US$)\",\"The gold component of reserves is valued at year-end (December 31) London prices. \",\"Africa Development Indicators\",\"International Monetary Fund.\"\n\"FI.RES.TOTL.CD\",\"Total reserves (includes gold, current US$)\",\"Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FI.RES.TOTL.CD.WB\",\"Total reserves including gold valued at London gold price (current US$)\",\"Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices. \",\"Africa Development Indicators\",\"International Monetary Fund.\"\n\"FI.RES.TOTL.CD.ZS\",\"Total reserves includes gold (% of GDP)\",\"Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FI.RES.TOTL.DT.ZS\",\"Total reserves (% of total external debt)\",\"International reserves to total external debt stocks.\",\"World Development Indicators\",\"World Bank, International Debt Statistics.\"\n\"FI.RES.TOTL.MO\",\"Total reserves in months of imports\",\"Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. The gold component of these reserves is valued at year-end (December 31) London prices. This item shows reserves expressed in terms of the number of months of imports of goods and services they could pay for [Reserves/(Imports/12)].\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FI.RES.TOTL.MO.WB\",\"Total reserves in months of imports of goods and services\",\"The number of months for which a country's reserves can sustain its imports. Gross international reserves comprise holdings of monetary gold, special drawing rights, the reserve position of members in the International Monetary Fund (IMF), and holdings of foreign exchange under the control of monetary authorities. The gold component is valued at end-of-year London prices. Imports of goods, services and income is the sum of goods (merchandise) imports, imports of (nonfactor) services and income (factor) payments. Data are in current US dollars. \",\"Africa Development Indicators\",\"International Monetary Fund, World Bank country economists.\"\n\"FI.RES.XGLD.CD\",\"Total reserves minus gold (current US$)\",\"Total reserves minus gold comprise special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. Gold holdings are excluded. Data are in current U.S. dollars.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"fin11.1\",\"SMEs with at least one female owner with a proportion of loans requiring collateral (%)\",\"Denotes the percentage of SMEs (5-99 employees) with at least one female owner required to provide collateral on their last bank loan (reflects the tightness of credit conditions)\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"fin11.2\",\"SMEs with a proportion of loans requiring collateral (%)\",\"Denotes the percentage of SMEs (5-99 employees) required to provide collateral on their last bank loan (reflects the tightness of credit conditions)\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/) and Financing SMEs and Entrepreneurs 2016: An OECD Scoreboard\"\n\"fin14.1\",\"SMEs with at least one female owner with an outstanding loan or line of credit (%)\",\"Denotes the percentage of SMEs (5-99 employees) with at least one female owner with an outstanding loan or line of credit from a bank or other formal financial institution\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"fin14.2\",\"SMEs with an outstanding loan or line of credit (%)\",\"Denotes the percentage of SMEs (5-99 employees) with an outstanding loan or line of credit from a bank or other formal financial institution\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"fin15.1\",\"SMEs with at least one female owner with an account at a formal financial institution (%)\",\"Denotes the percentage of SMEs (5-99 employees) with at least one female owner with a checking or savings account at a bank or other financial institution\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"fin15.2\",\"SMEs with an account at a formal financial institution (%)\",\"Denotes the percentage of SMEs (5-99 employees) with a checking or savings account at a bank or other financial institution\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"Finx1.1\",\"SMEs with at least one female owner that send or receive digital payments from an account (%)\",\"Denotes the percentage of SMEs (5-99 employees) with at least one female owner that send or receive digital payments from an account\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"Finx1.2\",\"SMEs that send or receive digital payments from an account (%)\",\"Denotes the percentage of SMEs (5-99 employees) that send or receive digital payments from an account\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"Finx2.1\",\"SMEs with at least one female owner that have a POS terminal (%)\",\"Denotes the percentage of SMEs (5-99 employees) that have a POS terminal\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"Finx2.2\",\"SMEs that have a POS terminal (%)\",\"Denotes the percentage of SMEs (5-99 employees) with at least one female owner that have a POS terminal\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"FISH_MEAL\",\"Fishmeal, $/mt, current$\",\"Fishmeal (any origin), 64-65%, c&f Bremen, estimates based on wholesale price, beginning 2004; previously c&f Hamburg\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"FM.ASC.DOMO.CN\",\"Claims on private sector, flow (current LCU)\",\"Change in domestic credit to the private sector covers changes in claims on private non-financial corporations, households, and non-profit institutions. Data; Annual flow, local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.DOMS.CN\",\"Net domestic credit, flow (current LCU)\",\"Net domestic credit is the sum of net credit to the non financial public sector, credit to the private sector, and other accounts. Data are in current local currency. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.GOVT.CN\",\"Net domestic credit to government, flow (current LCU)\",\"Change in domestic credit to government includes changes in net claims on central government, and changes in claims on state and local government as well as on non-financial public corporations. Data; Annual flow, local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.NCGV.CN\",\"Claims on central government, flow (current LCU)\",\"Net domestic credit to government budget. Data are in current local currencies. AF stands for annual flow. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.NFGD.CN\",\"Total assets, flow (current LCU)\",\"Change in liabilities consists of changes in money, quasi-money and other liabilities, net. Data; Annual flow, local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.NFRG.CN\",\"Net foreign assets, flow (current LCU)\",\"Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.OFFO.CN\",\"Claims on other official entities, flow (current LCU)\",\"Net domestic credit to other official entities of government. Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.OFIN.CN\",\"Claims on nonmonetary financial institutions, flow (current LCU)\",\"Net domestic credit to other financial institutions (non-governmental). Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.ASC.TOTP.CN\",\"Claims on private sector and other financial institutions, flow (current LCU)\",\"Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.CGOV.ZG.M3\",\"Claims on central government (annual growth as % of broad money)\",\"Claims on central government (IFS line 32AN..ZK) include loans to central government institutions net of deposits.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.DOMO.CN\",\"Net domestic credit to private sector, stock (current LCU)\",\"Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.DOMO.ZG.M3\",\"Claims on other sectors of the domestic economy (annual growth as % of broad money)\",\"Claims on other sectors of the domestic economy (IFS line 32S..ZK) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.DOMS.CN\",\"Net domestic credit (current LCU)\",\"Net domestic credit is the sum of net claims on the central government and claims on other sectors of the domestic economy (IFS line 32). Data are in current local currency.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.GOVT.CN\",\"Claims on governments and other public entities (current LCU)\",\"Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.GOVT.CN.ZS\",\"Claims on governments and other public entities (% of GDP)\",\"Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Data are in current local currency.\",\"Africa Development Indicators\",\"\\\"International Monetary Fund.\\r\\\"\"\n\"FM.AST.GOVT.ZG.M2\",\"Claims on governments, etc. (annual growth as % of M2)\",\"Claims on governments and other public entities (IFS line 32an + 32b + 32bx + 32c) usually comprise direct credit for specific purposes such as financing of the government budget deficit or loans to state enterprises, advances against future credit authorizations, and purchases of treasury bills and bonds, net of deposits by the public sector. Public sector deposits with the banking system also include sinking funds for the service of debt and temporary deposits of government revenues. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.NCGV.CN\",\"Claims on central government (current LCU)\",\"Claims on the central government, net is defined as the central governments direct financial obligations to the country’s financial institutions less any claims the central government has on those institutions. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.NFGD.CN\",\"Total assets (current LCU)\",\"Liabilities consists of money, quasi-money and other liabilities, net, end of year stocks. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.NFRG.CD\",\"Net foreign assets (current US$)\",\"Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.NFRG.CN\",\"Net foreign assets (current LCU)\",\"Net foreign assets are the sum of foreign assets held by monetary authorities and deposit money banks, less their foreign liabilities. Data are in current local currency.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.OFFO.CN\",\"Net domestic credit to other official entities, stock (current LCU)\",\"Net domestic credit to other official entities of government. Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.OFIN.CN\",\"Net domestic credit to other private financial institutions, stock (current LCU)\",\"Net domestic credit to other financial institutions of the Rest of the economy (excludes government). Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.PRVT.ZG.M2\",\"Claims on private sector (annual growth as % of M2)\",\"Claims on private sector (IFS line 32d) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere. Money and quasi money (M2) comprise the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.PRVT.ZG.M3\",\"Claims on private sector (annual growth as % of broad money)\",\"Claims on private sector (IFS line 32D..ZK or 32D..ZF) include gross credit from the financial system to individuals, enterprises, nonfinancial public entities not included under net domestic credit, and financial institutions not included elsewhere.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.AST.TOTP.CN\",\"Net domestic credit to rest of economy, stock (current LCU)\",\"Net domestic credit to Rest of the economy (excludes government). Data are in current local currencies. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBC.MQMY.CN\",\"Money and quasi money (M2), flow (current LCU)\",\"Money and quasi money (M2), flow (current LCU) is the sum of currency outside banks, demand deposits other than those of the central government, and the time, savings, and foreign currency deposits of resident sectors other than the central government. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBC.XMQM.CN\",\"Other liabilities excluding M2, flow (current LCU)\",\"Other liabilities excluding M2 (current LCU). \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBL.BMNY.CN\",\"Broad money (current LCU)\",\"Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBL.BMNY.GD.ZS\",\"Broad money (% of GDP)\",\"Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FM.LBL.BMNY.IR.ZS\",\"Broad money to total reserves ratio\",\"Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBL.BMNY.ZG\",\"Broad money growth (annual %)\",\"Broad money (IFS line 35L..ZK) is the sum of currency outside banks; demand deposits other than those of the central government; the time, savings, and foreign currency deposits of resident sectors other than the central government; bank and traveler’s checks; and other securities such as certificates of deposit and commercial paper.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FM.LBL.XMQM.CN\",\"Other liabilities excluding M2 (current LCU)\",\"Other liabilities excluding M2, flow (current LCU). \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FN.CRED.AGR.TOTL\",\"Total Credit by Sector: Agriculture (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.BUS.TOTL\",\"Total Credit by Sector: Business (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.CNSP.TOTL\",\"Total Credit by Utilization: Consumption (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.CNST.TOTL\",\"Total Credit by Sector: Construction (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.INVS.TOTL\",\"Total credit by Utilization: Investment (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.MINQ.TOTL\",\"Total Credit by Sector: Mining and Quarrying (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.MNF.TOTL\",\"Total Credit by Sector: Manufacture (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.SRV.OTHR.TOTL\",\"Total Credit by Sector: Other Services (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.SRV.SOCL.TOTL\",\"Total Credit by Sector: Social Services (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.TRAD.TOTL\",\"Total Credit by Sector: Trade (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.TRAN.TOTL\",\"Total Credit by Sector: Transportation (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.UTL.TOTL\",\"Total Credit by Sector: Utilities (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.CRED.WCAP.TOTL\",\"Total Credit by Utilization: Working Capital (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.DPST.TOTL\",\"Total Deposits (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FN.INR.CBIR\",\"Central bank intervention rate (%)\",\"Central bank intervention rate. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"FN.LOAN.CBK.TOTL\",\"Total Commercial and Rural Banks Loans Rupiah and Foreign Currency (province level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"FP.CPI.TOTL\",\"Consumer price index (2010 = 100)\",\"Consumer price index reflects changes in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used. Data are period averages.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FP.CPI.TOTL.ZG\",\"Inflation, consumer prices (annual %)\",\"Inflation as measured by the consumer price index reflects the annual percentage change in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FP.WPI.TOTL\",\"Wholesale price index (2010 = 100)\",\"Wholesale price index refers to a mix of agricultural and industrial goods at various stages of production and distribution, including import duties. The Laspeyres formula is generally used.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.DPST\",\"Deposit interest rate (%)\",\"Deposit interest rate is the rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.DPST.DP\",\"Real deposit interest rate (%)\",\"Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files using World Bank data on the GDP deflator.\"\n\"FR.INR.GBND\",\"Bond interest rate (%)\",\"Bond interest rate (%). \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.IMPL\",\"International interest rate, implicit (%)\",\"International interest rate (implicit, %). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"FR.INR.LEND\",\"Lending interest rate (%)\",\"Lending rate is the bank rate that usually meets the short- and medium-term financing needs of the private sector. This rate is normally differentiated according to creditworthiness of borrowers and objectives of financing. The terms and conditions attached to these rates differ by country, however, limiting their comparability.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.LNDP\",\"Interest rate spread (lending rate minus deposit rate, %)\",\"Interest rate spread is the interest rate charged by banks on loans to private sector customers minus the interest rate paid by commercial or similar banks for demand, time, or savings deposits. The terms and conditions attached to these rates differ by country, however, limiting their comparability.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.MMKT\",\"Money market rate (%)\",\"Money market interest rate, IFS line 60b (%). \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.RINR\",\"Real interest rate (%)\",\"Real interest rate is the lending interest rate adjusted for inflation as measured by the GDP deflator. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files using World Bank data on the GDP deflator.\"\n\"FR.INR.RISK\",\"Risk premium on lending (lending rate minus treasury bill rate, %)\",\"Risk premium on lending is the interest rate charged by banks on loans to private sector customers minus the \\\"risk free\\\" treasury bill interest rate at which short-term government securities are issued or traded in the market. In some countries this spread may be negative, indicating that the market considers its best corporate clients to be lower risk than the government. The terms and conditions attached to lending rates differ by country, however, limiting their comparability.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics database.\"\n\"FR.INR.TDPT\",\"Time deposits interest rate (%)\",\"Interest, deposit rate, shows the average rate offered by banks to resident customers for demand, time, and savings deposits. This item is equal to line 60l..zf in the IMFs International Financial Statistics publication. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FR.INR.TDPT.RL\",\"Real interest on time deposit (%)\",\"IFS, line 60 lc deflated by CPI. \",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics.\"\n\"FS.AST.CGOV.GD.ZS\",\"Claims on central government, etc. (% GDP)\",\"Claims on central government (IFS line 52AN or 32AN) include loans to central government institutions net of deposits.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FS.AST.DOMO.GD.ZS\",\"Claims on other sectors of the domestic economy (% of GDP)\",\"Claims on other sectors of the domestic economy (IFS line 52S or 32S) include gross credit from the financial system to households, nonprofit institutions serving households, nonfinancial corporations, state and local governments, and social security funds.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FS.AST.DOMS.GD.ZS\",\"Domestic credit provided by financial sector (% of GDP)\",\"Domestic credit provided by the financial sector includes all credit to various sectors on a gross basis, with the exception of credit to the central government, which is net. The financial sector includes monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FS.AST.PRVT.CN\",\"Banking survey: claims on private sector (current LCU)\",\"Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"FS.AST.PRVT.GD.ZS\",\"Domestic credit to private sector (% of GDP)\",\"Domestic credit to private sector refers to financial resources provided to the private sector by financial corporations, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises. The financial corporations include monetary authorities and deposit money banks, as well as other financial corporations where data are available (including corporations that do not accept transferable deposits but do incur such liabilities as time and savings deposits). Examples of other financial corporations are finance and leasing companies, money lenders, insurance corporations, pension funds, and foreign exchange companies.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics and data files, and World Bank and OECD GDP estimates.\"\n\"FS.XPC.DDPT.CN\",\"Demand deposits (current LCU)\",\"Demand deposits. \",\"Africa Development Indicators\",\"International Monetary Fund.\"\n\"FS.XPC.TDPT.CN\",\"Time deposits (current LCU)\",\"Time deposits. \",\"Africa Development Indicators\",\"International Monetary Fund.\"\n\"GB.AMA.ABRD.CN\",\"Adjustments to foreign scheduled principal repayments (current LCU)\",\"Principal repayments are actual amounts of principal (amortization) paid in currency, goods, or services in the year specified.  \",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.BAL.CIGR.CN\",\"Current budget balance, including grants (current LCU)\",\"The excess of current revenue over current expenditure. data are in current local currencies. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.BAL.OVRL.CN\",\"Overall budget balance, including grants (current LCU)\",\"Overall budget deficit is current and capital revenue and official grants received, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.BAL.OVRX.CN\",\"Overall surplus/deficit, excluding current grants (current LCU)\",\"Overall budget surplus/deficit (excluding current grants) is current and capital revenue excluding current grants, less total expenditure and lending minus repayments. Data are shown for central government only, and are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.BAL.OVXG.CN\",\"Overall surplus/deficit, excluding all grants (current LCU)\",\"Overall budget deficit is current and capital revenue excluding current grants less total expenditure and lending minus repayments. Values are in current local currencies. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.BAL.XINT.CN\",\"Primary balance, excluding interest (current LCU)\",\"Primary deficit, excluding interest (current LCU). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DOD.DMSY.CN\",\"Central government debt, monetary system credit (current LCU)\",\"Domestic debt consists of the outstanding stock or recognized, direct liabilities to the monetary system. Data are in current local currencies. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DOD.DNMS.CN\",\"Central government debt, other domestic (current LCU)\",\"Domestic debt to other in current local currencies. \",\"Africa Development Indicators\",\"World Bank and Global Development Finance.\"\n\"GB.DOD.FRGN.CD\",\"External debt, end year (current US$)\",\"Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DOD.FRGN.CN\",\"External debt, end year (current LCU)\",\"Foreign debt consists of the outstanding stock or recognized, direct liabilities of the government to the rest of the world, generated in the past and scheduled to be extinguished by government operations in the future or to continue as perpetual debt. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DOD.TOTL.CN\",\"Total government debt (current LCU)\",\"Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DTA.DOMS.CN\",\"Central government arrears on domestic debt (current LCU)\",\"Central government arrears on domestic debt. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.DTA.FRGN.CN\",\"Central government arrears on external debt (current LCU)\",\"Central government arrears on external debt. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.FIN.ABRD.CN\",\"External borrowing, net (current LCU)\",\"Financing from abroad (obtained from nonresidents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.FIN.DMSY.CN\",\"Domestic financing, monetary system credit (current LCU)\",\"Domestic financing, monetary system credit. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.FIN.DNMS.CN\",\"Other domestic borrowing (current LCU)\",\"Domestic financing (obtained from residents) refer to the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. It includes all government liabilities--other than those for currency issues or demand, time, or savings deposits with government--or claims on others held by government and changes in government holdings of cash and deposits. Government guarantees of the debt of others are excluded. Data are shown for central government only, and are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.FIN.IKFR.CN\",\"Financing, including external capital grants (current LCU)\",\"Financing, including external capital grants. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.GRT.CTOT.CN\",\"Total current grants (current LCU)\",\"Grants include grants from other foreign governments, international organizations, and other government units. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.GRT.KFRN.CN\",\"External capital grants (current LCU)\",\"Grants are unrequited, nonrepayable, noncompulsory receipts of government from other governments or international institutions. In determination of the deficit/surplus, grants are grouped with revenue and expenditure rather than with financing. Values are\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.NTX.CIGR.CN\",\"Nontax receipts (current LCU)\",\"Receipts from sources other than the tax system like property income, fees, fines, and contributions to government employee pension funds within government. Data ate in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.REV.IGRT.CN\",\"Total revenue including current grants (current LCU)\",\"Total revenue and grants equals the sum of government revenue and grants. Revenue includes all nonrepayable and nonrepaying government receipts other than grants. Grants are defined as unrequited, nonrepayable, noncompulsory receipts. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.REV.XAGT.CN\",\"Central government revenue excluding all grants (current LCU)\",\"Central government revenue excluding all grants. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.REV.XAGT.CN.ZS\",\"Central government revenues, excluding all grants (% of GDP)\",\"Central government revenues, excluding all grants. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.RVC.IGRT.CN\",\"Total currrent revenues including current grants (current LCU)\",\"Current revenue (including grants) includes all revenue from taxes and current nontax revenues such as fines, fees, recoveries, and income from property or sales, and grants. Data are shown for central government only, and are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.RVC.TOTL.CN\",\"Current revenue, excluding grants (current LCU)\",\"Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.RVK.TOTL.CN\",\"Capital revenue (current LCU)\",\"Capital revenue comprises proceeds from the sale of nonfinancial capital assets, including land, intangible assets, stocks, and fixed capital assets of buildings, construction and equipment of more than a minimum value and usable for more than one year in the process of production, and receipts of unrequited transfers for capital purposes from nongovernmental sources. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.TAX.CMAR.ZS\",\"Highest marginal tax rate, corporate rate (%)\",\"Highest marginal tax rate (corporate rate) is the highest rate shown on the schedule of tax rates applied to the taxable income of corporations.\",\"Africa Development Indicators\",\"KPMG's Corporate and Indirect Tax Rate Survey 2009 (www.kpmg.com), and PricewaterhouseCoopers's Worldwide Tax Summaries Online (www.pwc.com).\"\n\"GB.TAX.DRCT.CN\",\"Direct taxes (current LCU)\",\"Direct taxes on goods and services include all taxes and duties levied on production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or in respect of the use of goods, or permission to use goods or to perform activities, are covered. Examples include all general sales taxes, value added taxes and excises. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.TAX.GSRV.CN\",\"Taxes on goods and services, GB (current LCU)\",\"Taxes on goods and services include all taxes and duties levied by central governments on the production, extraction, sale, transfer, leasing, or delivery of goods and rendering of services, or on the use of goods or permission to use goods or perform activities. These include general sales taxes, turnover or value added taxes, excise taxes, and motor vehicle taxes. Data are shown for central government only and are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.TAX.IDRT.CN\",\"Indirect taxes less subsidies (current LCU)\",\"Indirect taxes are the sum of indirect taxes less subsidies. Indirect taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.TAX.INTT.CN\",\"Taxes on international trade, GB (current LCU)\",\"Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes. Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks, or fixed capital assets, or from capital transfers from nongovernmental sources. It also includes fines, fees, recoveries, inheritance taxes, and nonrecurrent levies on capital. Data are shown for central government only. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.TDS.ABRD.CN\",\"Adjustments to foreign scheduled debt service (current LCU)\",\"Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.TDS.FRGN.CN\",\"Central government debt service, external (current LCU)\",\"Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date such as money deposits, securities, shares and loans. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.XPC.GSRV.CN\",\"Government consumption (current LCU)\",\"Current expenditure on goods and services comprises payments of wages and salaries in cash to employees (including the armed forces) before deduction of withholding taxes and employees' contributions to social security and pension funds, as well as employers' contributions to superannuation schemes outside government, and other purchases of goods and services (wages and salaries in kind, office supplies and maintenance charges etc.). Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.INTD.CN\",\"Interest on domestic debt (current LCU)\",\"Interest on domestic debt. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.INTE.CN\",\"Interest on external debt (current LCU)\",\"Interest on external debt (current LCU). Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.SUBS.CN\",\"Subsidies (GFS, current LCU)\",\"Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of ‘subsidies on products’, subsidies payable per unit of a good or a service, and ‘other subsidies on production’, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.TOTL.CN\",\"Current expenditure, total (current LCU)\",\"Total current expenditure includes requited payments other than for capital assets or for goods or services to be used in the production of capital assets, and unrequited payments for purposes other than permitting the recipients to acquire capital assets, compensating the recipients for damage or destruction of capital assets, or increasing the financial capital of the recipients. Data are shown for central government only. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.TRFO.CN\",\"Other current transfers (current LCU)\",\"Other current transfers include all unrequited, nonrepayable transfers on current account to private and public enterprises. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPC.WAGE.CN\",\"Wages and salaries (current LCU)\",\"Wages and salaries consist of all payments in cash, but not in kind, to employees in return for services rendered, before deduction of withholding taxes and employees contributions to social security and pension funds. Data are shown for central government only. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPD.DEFN.CN\",\"Defense expenditure (current LCU)\",\"Defense expenditures for NATO countries are based on the NATO definition, which covers military-related expenditures of the defense ministry (including recruiting, training, construction, and the purchase of military supplies and equipment) and other ministries. Civilian-type expenditures of the defense ministry are excluded. Military assistance is included in the expenditures of the donor country, and purchases of military equipment on credit are included at the time the debt is incurred, not at the time of payment. Data for other countries generally cover expenditures of the ministry of defense (excluded are expenditures on public order and safety, which are classified separately). Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPD.INLD.CN\",\"Total expenditure and net lending (current LCU)\",\"Total expenditure and net lending includes both current and capital (development) expenditures and includes lending minus repayments. Data are shown for central government only. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPD.RSDV.GD.ZS\",\"Research and development expenditure (% of GDP)\",\"Expenditures for research and development are current and capital expenditures (both public and private) on creative work undertaken systematically to increase knowledge, including knowledge of humanity, culture, and society, and the use of knowledge for new applications. R&D covers basic research, applied research, and experimental development.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"GB.XPK.INLD.CN\",\"Total capital expenditure and net lending (current LCU)\",\"Expenditure for acquisition of land, intangible assets, government stocks, and nonmilitary and nonfinancial assets; also for capital grants and lending minus repayments. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GB.XPK.RINV.CN\",\"Budgetary investment (current LCU)\",\"Budgetary investment. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists\"\n\"GB.XPL.TRNL.CN\",\"Capital transfers (current LCU)\",\"Capital transfers. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"GC.BAL.CASH.CD\",\"Fiscal balance, cash surplus/deficit (current US$)\\r\",\"Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).\",\"Africa Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.BAL.CASH.CN\",\"Cash surplus/deficit (current LCU)\",\"Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.BAL.CASH.GD.ZS\",\"Cash surplus/deficit (% of GDP)\",\"Cash surplus or deficit is revenue (including grants) minus expense, minus net acquisition of nonfinancial assets. In the 1986 GFS manual nonfinancial assets were included under revenue and expenditure in gross terms. This cash surplus or deficit is closest to the earlier overall budget balance (still missing is lending minus repayments, which are now a financing item under net acquisition of financial assets).\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.DOD.TOTL.CN\",\"Central government debt, total (current LCU)\",\"Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.DOD.TOTL.GD.ZS\",\"Central government debt, total (% of GDP)\",\"Debt is the entire stock of direct government fixed-term contractual obligations to others outstanding on a particular date. It includes domestic and foreign liabilities such as currency and money deposits, securities other than shares, and loans. It is the gross amount of government liabilities reduced by the amount of equity and financial derivatives held by the government. Because debt is a stock rather than a flow, it is measured as of a given date, usually the last day of the fiscal year.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.FIN.DOMS.CN\",\"Net incurrence of liabilities, domestic (current LCU)\",\"Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.FIN.DOMS.GD.ZS\",\"Net incurrence of liabilities, domestic (% of GDP)\",\"Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.FIN.FRGN.CN\",\"Net incurrence of liabilities, foreign (current LCU)\",\"Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.FIN.FRGN.GD.ZS\",\"Net incurrence of liabilities, foreign (% of GDP)\",\"Net incurrence of government liabilities includes foreign financing (obtained from nonresidents) and domestic financing (obtained from residents), or the means by which a government provides financial resources to cover a budget deficit or allocates financial resources arising from a budget surplus. The net incurrence of liabilities should be offset by the net acquisition of financial assets (a third financing item). The difference between the cash surplus or deficit and the three financing items is the net change in the stock of cash.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.REV.GOTR.CN\",\"Grants and other revenue (current LCU)\",\"Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner\\uadship of property); and voluntary, unrequited, nonrepayable receipts other than grants.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.GOTR.ZS\",\"Grants and other revenue (% of revenue)\",\"Grants and other revenue include grants from other foreign governments, international organizations, and other government units; interest; dividends; rent; requited, nonrepayable receipts for public purposes (such as fines, administrative fees, and entrepreneurial income from government owner\\uadship of property); and voluntary, unrequited, nonrepayable receipts other than grants.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.SOCL.CN\",\"Social contributions (current LCU)\",\"Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.SOCL.ZS\",\"Social contributions (% of revenue)\",\"Social contributions include social security contributions by employees, employers, and self-employed individuals, and other contributions whose source cannot be determined. They also include actual or imputed contributions to social insurance schemes operated by governments.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.TOTL.CD\",\"Total revenue (current US$)\",\"Current revenue includes all revenue from taxes and nonrepayable receipts (other than grants) from the sale of land, intangible assets, government stocks or fixed capital assets, or from capital transfers from nongovernmental sources. It also includes inheritance taxes and nonrecurrent levies on capital. Data are in current US dollar.\",\"Africa Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.TOTL.CN\",\"Total revenue (current LCU)\",\"Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue.\",\"Africa Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.XGRT.CD\",\"Revenue, excluding grants (current US$)\",\"Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here. Data are in current US dollar. \",\"Africa Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.XGRT.CN\",\"Revenue, excluding grants (current LCU)\",\"Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.REV.XGRT.GD.ZS\",\"Revenue, excluding grants (% of GDP)\",\"Revenue is cash receipts from taxes, social contributions, and other revenues such as fines, fees, rent, and income from property or sales. Grants are also considered as revenue but are excluded here.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.TAX.EXPT.CN\",\"Taxes on exports (current LCU)\",\"Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.EXPT.ZS\",\"Taxes on exports (% of tax revenue)\",\"Taxes on exports are all levies on goods being transported out of the country or services being delivered to nonresidents by residents. Rebates on exported goods that are repayments of previously paid general consumption taxes, excise taxes, or import duties are deducted from the gross amounts receivable from these taxes, not from amounts receivable from export taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.GSRV.CN\",\"Taxes on goods and services (current LCU)\",\"Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.GSRV.RV.ZS\",\"Taxes on goods and services (% of revenue)\",\"Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.GSRV.VA.ZS\",\"Taxes on goods and services (% value added of industry and services)\",\"Taxes on goods and services include general sales and turnover or value added taxes, selective excises on goods, selective taxes on services, taxes on the use of goods or property, taxes on extraction and production of minerals, and profits of fiscal monopolies.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD value added estimates.\"\n\"GC.TAX.IMPT.CN\",\"Customs and other import duties (current LCU)\",\"Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.IMPT.ZS\",\"Customs and other import duties (% of tax revenue)\",\"Customs and other import duties are all levies collected on goods that are entering the country or services delivered by nonresidents to residents. They include levies imposed for revenue or protection purposes and determined on a specific or ad valorem basis as long as they are restricted to imported goods or services.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.INTT.CN\",\"Taxes on international trade (current LCU)\",\"Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.INTT.RV.ZS\",\"Taxes on international trade (% of revenue)\",\"Taxes on international trade include import duties, export duties, profits of export or import monopolies, exchange profits, and exchange taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.OTHR.CN\",\"Other taxes (current LCU)\",\"Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.OTHR.RV.ZS\",\"Other taxes (% of revenue)\",\"Other taxes include employer payroll or labor taxes, taxes on property, and taxes not allocable to other categories, such as penalties for late payment or nonpayment of taxes.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.TOTL.CN\",\"Tax revenue (current LCU)\",\"Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.TOTL.GD.ZS\",\"Tax revenue (% of GDP)\",\"Tax revenue refers to compulsory transfers to the central government for public purposes. Certain compulsory transfers such as fines, penalties, and most social security contributions are excluded. Refunds and corrections of erroneously collected tax revenue are treated as negative revenue.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.TAX.YPKG.CN\",\"Taxes on income, profits and capital gains (current LCU)\",\"Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.YPKG.RV.ZS\",\"Taxes on income, profits and capital gains (% of revenue)\",\"Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.TAX.YPKG.ZS\",\"Taxes on income, profits and capital gains (% of total taxes)\",\"Taxes on income, profits, and capital gains are levied on the actual or presumptive net income of individuals, on the profits of corporations and enterprises, and on capital gains, whether realized or not, on land, securities, and other assets. Intragovernmental payments are eliminated in consolidation.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.COMP.CN\",\"Compensation of employees (current LCU)\",\"Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.COMP.ZS\",\"Compensation of employees (% of expense)\",\"Compensation of employees consists of all payments in cash, as well as in kind (such as food and housing), to employees in return for services rendered, and government contributions to social insurance schemes such as social security and pensions that provide benefits to employees.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.GSRV.CN\",\"Goods and services expense (current LCU)\",\"Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.GSRV.ZS\",\"Goods and services expense (% of expense)\",\"Goods and services include all government payments in exchange for goods and services used for the production of market and nonmarket goods and services. Own-account capital formation is excluded.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.INTP.CN\",\"Interest payments (current LCU)\",\"Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.INTP.RV.ZS\",\"Interest payments (% of revenue)\",\"Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.INTP.ZS\",\"Interest payments (% of expense)\",\"Interest payments include interest payments on government debt--including long-term bonds, long-term loans, and other debt instruments--to domestic and foreign residents.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.OTHR.CN\",\"Other expense (current LCU)\",\"Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.OTHR.ZS\",\"Other expense (% of expense)\",\"Other expense is spending on dividends, rent, and other miscellaneous expenses, including provision for consumption of fixed capital.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.TOTL.CD\",\"Expense (current US$)\",\"Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.TOTL.CN\",\"Expense (current LCU)\",\"Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.TOTL.GD.ZS\",\"Expense (% of GDP)\",\"Expense is cash payments for operating activities of the government in providing goods and services. It includes compensation of employees (such as wages and salaries), interest and subsidies, grants, social benefits, and other expenses such as rent and dividends.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files, and World Bank and OECD GDP estimates.\"\n\"GC.XPN.TRFT.CN\",\"Subsidies and other transfers (current LCU)\",\"Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GC.XPN.TRFT.ZS\",\"Subsidies and other transfers (% of expense)\",\"Subsidies, grants, and other social benefits include all unrequited, nonrepayable transfers on current account to private and public enterprises; grants to foreign governments, international organizations, and other government units; and social security, social assistance benefits, and employer social benefits in cash and in kind.\",\"World Development Indicators\",\"International Monetary Fund, Government Finance Statistics Yearbook and data files.\"\n\"GCI.10THPILLAR.XQ\",\"10th pillar: Market size\",\"This indicator is a derived from the following indicators: (a) Domestic market size index (b) Foreign market size index. \",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.11THPILLAR.XQ\",\"11th pillar: Business sophistication\",\"This indicator is a derived from the following indicators: (a) Local supplier quantity (b) Local supplier quality (c) State of cluster development (d) Nature of competitive advantage (e) Value chain breadth (f) Control of international distribution (g) Production process sophistication (h) Extent of marketing and (i) Willingness to delegate authority.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.12THPILLAR.XQ\",\"12th pillar: Innovation\",\"This indicator is a derived from the following indicators: (a) Capacity for innovation (b) Quality of scientific research institutions (c) Company spending on R&D (d) University-industry collaboration in R&D (e) Gov’t procurement of advanced tech product (f) Availability of scientist and engineers and (g) Utility patents per million population.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.1STPILLAR.XQ\",\"1st pillar: Institutions\",\"This indicator is a derived from the following indicators: (a) Property rights (b) Intellectual property protection (c) Diversion of public funds (d) Public trust of politicians (e) Irregular payments and bribes (f) Judicial independence (g) Favoritism in decisions of government officials (h) Wastefulness of government officials (i) Burden of government regulation (j) Efficiency of legal framework in settling disputes (k) Efficiency of legal framework in challenging regulations (l) Transparency of government policymaking (m) Business costs of terrorism (n) Business costs of crime and violence (o) Organized crime (p) Reliability of police services (q) Ethical behavior of firms (r) Strength of auditing and reporting standards (s) Efficacy of corporate boards (t) Protection of minority shareholders interests and (u) Strength of investor protection.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.2NDPILLAR.XQ\",\"2nd pillar: Infrastructure\",\"This indicator is a derived from the following indicators: - (a) Quality of overall infrastructure (b) Quality of roads (c) Quality of railroad infrastructure (d) Quality of port infrastructure (e) Quality of air transport infrastructure (f) Available airline seat kilometers (g) Quality of electricity supply (h) Fixed telephone lines and (i) Mobile telephone subscriptions.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.3RDPILLAR.XQ\",\"3rd pillar: Macroeconomic stability\",\"This indicator is a derived from the following indicators: - (a) Government budget balance (b) National savings rate (c) Inflation (d) Interest rate spread (e) Government debt and (f) Country credit rating. \",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.4THPILLAR.XQ\",\"4th pllar: Health and primary education\",\"This indicator is a derived from the following indicators: - (a) Business impact of malaria (b) Malaria incidence (c) Business impact of tuberculosis (d) Tuberculosis incidence (e) Business impact of HIV/AIDS (f) HIV prevalence (g) Infant mortality (h) Life expectancy (i) Quality of primary education and (j) Primary education enrollment rate.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.5THPILLAR.XQ\",\"5th pillar: Higher education and training\",\"This indicator is a derived from the following indicators: - (a) Secondary enrollment (b) Tertiary enrollment (c) Quality of the educational system (d) Quality of math and science education (e) Quality of management schools (f) Internet access in schools (g) Local availibity of research and training services and (h) Extent of staff training.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.6THPILLAR.XQ\",\"6th pillar: Goods market efficiency\",\"This indicator is a derived from the following indicators: - (a) Intensity of local competition (b) Extent of market dominance (c) Effectiveness of anti-monopoly policy (d) Extent and effect of taxation (e) Total tax rate (f) Number of procedures required to start a business (g) Time required to start a business (h) Agricultural policy costs (i) Prevalence of trade barriers (j) Trade tariffs (k) Prevalence of foreign ownership (l) Business impact of rules on FDI (m) Burden of customs procedures (n) Degree of customer orientation and (o) Buyer sophistication.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.7THPILLAR.XQ\",\"7th pillar: Labor market efficiency\",\"This indicator is a derived from the following indicators: - (a) Cooperation in labor-employer relations (b) Flexibility of wage determination (c) Rigidity of employment (d) Hiring and firing practices (e) Firing costs (f) Pay and productivity (g) Reliance on professional management (g) Brain drain and (h) Female participation in labor force.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.8THPILLAR.XQ\",\"8th pillar: Financial market sophistication\",\"This indicator is a derived from the following indicators: - (a) Availability of financial services (b) Affordability of financial services (c) Financing through local equity market (d) Ease of access to loans (e) Venture capital availability (f) Restriction on capital flows (g) Soundness of banks (h) Regulation of securities exchanges and (i) Legal rights index.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.9THPILLAR.XQ\",\"9th pillar: Techonological readiness\",\"This indicator is a derived from the following indicators: - (a) Availability of latest technologies (b) Firm-level technology absorption (c) FDI and technology transfer (d) Internet users (f)Broadband Internet subscriptions and (g) Internet bandwidth.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.INDEX.XQ\",\"Global Competitiveness Index (GCI)\",\"The Global Competitiveness Index (GCI), a highly comprehensive index, which captures the microeconomic and macroeconomic foundations of national competitiveness. Competitiveness as the set of institutions, policies, and factors that determine the level of productivity of a country.\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.PILLAR11TO12.XQ\",\"Innovation and sophistication factors (weighted index 11th pillar to 12 th pillar)\",\"The innovation and sophistication factors subindex includes the pillars (pillar 11 and 12) critical to countries in the innovation-driven stage. \",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.PILLAR1TO4.XQ\",\"Basic requirements (weighted index 1st pillar to 4th pillar)\",\"The basic requirements subindex groups those pillars (pillar 1 to 4) most critical for countries in the factor-driven stage. \",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.PILLAR5TO10.XQ\",\"Efficiency enhancers (weighted index 5th to 10th pillar)\",\"The efficiency enhancers subindex includes those pillars critical for countries in the efficiency-driven stage (pillar 5 to 10). \",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GCI.RANK.XQ\",\"Global Competitive Index (GCI) rank\",\"\\\"This ranks each country for The Global Competitiveness Index (GCI). The 2006–2007 rank is out of 125 countries. \\r The 2007–2008 rank is out of 131 countries. The 2008–2009 rank is out of 134 countries. The 2009–2010 rank is out of 133 countries.\\\"\",\"Africa Development Indicators\",\"The Global Competitiveness Report: various issues (http://gcr.weforum.org/).\"\n\"GE.EST\",\"Government Effectiveness: Estimate\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"GE.NO.SRC\",\"Government Effectiveness: Number of Sources\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"GE.PER.RNK\",\"Government Effectiveness: Percentile Rank\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"GE.PER.RNK.LOWER\",\"Government Effectiveness: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"GE.PER.RNK.UPPER\",\"Government Effectiveness: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"GE.STD.ERR\",\"Government Effectiveness: Standard Error\",\"Government Effectiveness captures perceptions of the quality of public services, the quality of the civil service and the degree of its independence from political pressures, the quality of policy formulation and implementation, and the credibility of the government's commitment to such policies.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"gf1\",\"Account (% age 15+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.1\",\"Account, female (% age 15+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.2\",\"Account, male (% age 15+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.3\",\"Account, income, poorest 40% (% age 15+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.4\",\"Account, income, richest 60% (% age 15+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.5\",\"Account, young adults (% ages 15-34)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf1.6\",\"Account, older adults (% age 35+)\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see y\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10\",\"Received wages or government transfers into an account (% age 15+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.1\",\"Received wages or government transfers into an account, female (% age 15+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.2\",\"Received wages or government transfers into an account, male (% age 15+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (male, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.3\",\"Received wages or government transfers into an account, income, poorest 40% (% age 15+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.4\",\"Received wages or government transfers into an account, income, richest 60% (% age 15+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.5\",\"Received wages or government transfers into an account, young adults (% ages 15-34)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf10.6\",\"Received wages or government transfers into an account, older adults (% age 35+)\",\"Denotes the percentage of respondents who receive wages or government transfers to an account (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2\",\"Borrowed from a financial institution in the past year (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details)(% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.1\",\"Borrowed from a financial institution in the past year, female (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.2\",\"Borrowed from a financial institution in the past year, male (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (male, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.3\",\"Borrowed from a financial institution in the past year, income, poorest 40% (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.4\",\"Borrowed from a financial institution in the past year, income, richest 60% (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.5\",\"Borrowed from a financial institution in the past year, young adults (% ages 15-34)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf2.6\",\"Borrowed from a financial institution in the past year, older adults (% age 35+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3\",\"Made or received digital payments (% age 15+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (% age 15+). Includes using the internet to make payments; using a pho\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.1\",\"Made or received digital payments, female (% age 15+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (female, % age 15+). Includes using the internet to make payments; us\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.2\",\"Made or received digital payments, male (% age 15+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (male, % age 15+). Includes using the internet to make payments; usin\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.3\",\"Made or received digital payments, income, poorest 40% (% age 15+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (income, poorest 40%, % age 15+). Includes using the internet to make\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.4\",\"Made or received digital payments, income, richest 60% (% age 15+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (income, richest 60%, % age 15+). Includes using the internet to make\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.5\",\"Made or received digital payments, young adults (% ages 15-34)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (% ages 15-34). Includes using the internet to make payments; using a\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf3.6\",\"Made or received digital payments, older adults (% age 35+)\",\"Denotes the percentage of adults using a transaction account (with a bank or other formal financial institution or mobile money provider) to make or receive a digital financial payment (% age 35+). Includes using the internet to make payments; using a ph\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4\",\"Made payment using a mobile phone (% age 15+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.1\",\"Made payment using a mobile phone, female (% age 15+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.2\",\"Made payment using a mobile a phone, male (% age 15+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (male, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.3\",\"Made payment using a mobile phone, income, poorest 40% (% age 15+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.4\",\"Made payment using a mobile phone, income, richest 60% (% age 15+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.5\",\"Made payment using a mobile phone, young adults (% ages 15-34)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf4.6\",\"Made payment using a mobile phone, older adults (% age 35+)\",\"Denotes the percentage of adults using a mobile phone to pay bills, make purchases, or send or receive money from an account (with a bank or other formal financial institution or mobile money provider) (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5\",\"Made payment using the internet (% age 15+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.1\",\"Made payment using the internet, female (% age 15+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.2\",\"Made payment using the internet, male (% age 15+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (male, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.3\",\"Made payment using the internet, income, poorest 40% (% age 15+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.4\",\"Made payment using the internet, income, richest 60% (% age 15+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.5\",\"Made payment using the internet, young adults (% ages 15-34)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf5.6\",\"Made payment using the internet, older adults (% age 35+)\",\"Denotes the percentage of adults using the internet to pay bills, make purchases, or send money online (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6\",\"Made payment using a debit card (% age 15+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.1\",\"Made payment using a debit card, female (% age 15+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.2\",\"Made payment using a debit card, male (% age 15+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (male, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.3\",\"Made payment using a debit card, income, poorest 40% (% age 15+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.4\",\"Made payment using a debit card, income, richest 60% (% age 15+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.5\",\"Made payment using a debit card, young adults (% ages 15-34)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf6.6\",\"Made payment using a debit card, older adults (% age 35+)\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7\",\"High frequency of account use (% age 15+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.1\",\"High frequency of account use, female (% age 15+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.2\",\"High frequency of account use, male (% age 15+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.3\",\"High frequency of account use, income, poorest 40% (% age 15+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.4\",\"High frequency of account use, income, richest 60% (% age 15+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.5\",\"High frequency of account use, young adults (% ages 15-34)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf7.6\",\"High frequency of account use, older adults (% age 35+)\",\"Denotes the percentage of adults with high frequency use of account where high frequency is defined as having taken money out of a personal account(s) at a bank or other formal financial institution 3 or more times in a typical month, including cash withd\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8\",\"Saved at a financial institution (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.1\",\"Saved at a financial institution, female (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (female, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.2\",\"Saved at a financial institution, male (% age 15+)\\\"\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (with a bank or financial institution) (male, % age 15\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.3\",\"Saved at a financial institution, income, poorest 40% (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.4\",\"Saved at a financial institution, income, richest 60% (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.5\",\"Saved at a financial institution, young adults (% ages 15-34)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% ages 15-34).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf8.6\",\"Saved at a financial institution, older adults (% age 35+)\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 35+).\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9\",\"Main source of emergency funds: savings (% age 15+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.1\",\"Main source of emergency funds: savings, female (% age 15+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.2\",\"Main source of emergency funds: savings, male (% age 15+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.3\",\"Main source of emergency funds: savings, income, poorest 40% (% age 15+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.4\",\"Main source of emergency funds: savings, income, richest 60% (% age 15+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.5\",\"Main source of emergency funds: savings, young adults (% ages 15-34)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"gf9.6\",\"Main source of emergency funds: savings, older adults (% age 35+)\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of thi\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Global Findex database (http://datatopics.worldbank.org/financialinclusion/)\"\n\"GFDD.AI.01\",\"Bank accounts per 1000 adults\",\"For each country calculated as: 1,000*reported number of depositors/adult population in the reporting country.\",\"Global Financial Development\",\"Financial Access Survey (FAS), International Monetary Fund (IMF)\"\n\"GFDD.AI.02\",\"Bank branches per 100,000 adults \",\"For each country calculated as: 100,000*reported number of depositors/adult population in the reporting country.\",\"Global Financial Development\",\"Financial Access Survey (FAS), International Monetary Fund (IMF)\"\n\"GFDD.AI.03\",\"Firms with a bank loan or line of credit (%)\",\"Percentage of firms in the formal sector with a line of credit or a loan from a formal financial institution, such as a bank, credit union, microfinance institution, or cooperative.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.04\",\"Small firms with a bank loan or line of credit (%)\",\"Percentage of small firms (5-19 workers) in the formal sector with a line of credit or a loan from a (formal) financial institution, such as a bank, credit union, microfinance institution, or cooperative.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.05\",\"Account at a formal financial institution (% age 15+)\",\"The percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.06\",\"Saved at a financial institution in the past year (% age 15+)\",\"The percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.07\",\"Loan from a financial institution in the past year (% age 15+)\",\"The percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.08\",\"Account used for business purposes (% age 15+)\",\" The percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.09\",\"Account used to receive government payments (% age 15+)\",\" The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.10\",\"Account used to receive remittances (% age 15+)\",\" The percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.11\",\"Account used to receive wages (% age 15+)\",\" The percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.12\",\"Saved any money in the past year (% age 15+)\",\" The percentage of respondents who report saving or setting aside any money in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.13\",\"Saved using a savings club in the past year (% age 15+)\",\" The percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.14\",\"Loan in the past year (% age 15+)\",\" The percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (% age 15+). (Note that getting a loan does not necessarily require having an account.)\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.15\",\"Loan from a private lender in the past year (% age 15+)\",\" The percentage of respondents who report borrowing any money from a private lender in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.16\",\"Loan from an employer in the past year (% age 15+)\",\" The percentage of respondents who report borrowing any money from an employer in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.17\",\"Loan through store credit in the past year (% age 15+)\",\" The percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.18\",\"Loan from family or friends in the past year (% age 15+)\",\" The percentage of respondents who report borrowing any money from family or friends in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.19\",\"Checks used to make payments (% age 15+)\",\"The percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.20\",\"Credit card (% age 15+)\",\"The percentage of respondents with a credit card (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.21\",\"Debit card (% age 15+)\",\"The percentage of respondents with a debit card (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.22\",\"Electronic payments used to make payments (% age 15+)\",\"The percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.23\",\"Mobile phone used to pay bills (% age 15+)\",\"The percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% age 15+). \",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.24\",\"Mobile phone used to send money (% age 15+)\",\"The percentage of respondents who report using a mobile phone to send money in the past 12 months (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.25\",\"ATMs per 100,000 adults\",\"For each country calculated as: 100,000*Number of ATMs/adult population in the reporting country.\",\"Global Financial Development\",\"Financial Access Survey (FAS), International Monetary Fund (IMF)\"\n\"GFDD.AI.26\",\"Depositing/withdrawing at least once in a typical month (% age 15+)\",\"Adults depositing/withdrawing at least once in a typical month (% age 15+). It is calculated as follows: (100 - \\\"0 deposits/withdrawals in typical month (% with an account, age 15+)\\\" ) * (\\\"Account at a formal financial institution (% age 15+)\\\") / 100. \\\"0 deposits/withdrawals in typical month (% with an account, age 15+)\\\" denotes the percentage of respondents with an account at a formal financial institution who report making zero deposits into or zero withdrawals from their personal account(s) in a typical month (also called “inactive account”). This includes cash or electronic deposits, or any time money is put into or removed from account(s) by self or others (% age 15+, with an account). \\\"Account at a formal financial institution (% age 15+)\\\" denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+).\",\"Global Financial Development\",\"Global Financial Inclusion (Global Findex) Database, World Bank\"\n\"GFDD.AI.27\",\"Firms with a checking or savings account (%)\",\"Percentage of firms with a checking or savings account.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.28\",\"Firms using banks to finance investments (%)\",\"Percentage of firms using banks to finance purchases of fixed assets.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.29\",\"Firms using banks to finance working capital (%)\",\"Percentage of firms using bank loans to finance working capital.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.30\",\"Loans requiring collateral (%)\",\"Percentage of loans where a formal financial institution requires collateral in order to provide the financing.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.31\",\"Value of collateral needed for a loan (% of the loan amount)\",\"Value of collateral needed by a formal financial institution for a loan or line of credit as a percentage of the loan value or the value of the line of credit.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.32\",\"Firms not needing a loan (%)\",\"Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. The denominator is the sum of all firms who applied and did not apply for a loan. The numerator is the number of firms who did not apply for a loan and also stated that they did not need a loan.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.33\",\"Firms whose recent loan application was rejected (%)\",\"Percent of firms whose most recent loan application was rejected by a formal financial institution.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.34\",\"Investments financed by banks (%)\",\"Estimated proportion of purchases of fixed assets that was financed from bank loans.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.35\",\"Working capital financed by banks (%)\",\"Proportion of the working capital that was financed by bank loans.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AI.36\",\"Firms identifying access to finance as a major constraint (%)\",\"Percentage of firms identifying access/cost of finance as a \\\"major\\\" or \\\"very severe\\\" obstacle.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.AM.01\",\"Value traded excluding top 10 traded companies to total value traded (%)\",\"Value of all traded shares outside of the top ten largest traded companies as a share of total value of all traded shares in a stock market exchange. WFE provides data on the exchange level. This variable is aggregated up to the country level by taking a simple average over exchanges.\",\"Global Financial Development\",\"World Federation of Exchanges\"\n\"GFDD.AM.02\",\"Market capitalization excluding top 10 companies to total market capitalization (%)\",\"Value of listed shares outside of the top ten largest companies to total value of all listed shares. \",\"Global Financial Development\",\"World Federation of Exchanges\"\n\"GFDD.AM.03\",\"Nonfinancial corporate bonds to total bonds and notes outstanding (%)\",\"Total amount of domestic nonfinancial corporate bonds and notes outstanding (BIS Table 16B) to total amount of domestic bonds and notes outstanding, both corporate and noncorporate (BIS Table 16A).\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.AM.04\",\"Investments financed by equity or stock sales (%)\",\"Estimated proportion of purchases of fixed assets that was financed by owners’ contribution or issue of new equity shares.\",\"Global Financial Development\",\"Enterprise Surveys, World Bank\"\n\"GFDD.DI.01\",\"Private credit by deposit money banks to GDP (%)\",\"Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.02\",\"Deposit money banks' assets to GDP (%)\",\"Claims on domestic real nonfinancial sector by deposit money banks as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is deposit money bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Deposit money bank assets (IFS lines 22, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.03\",\"Nonbank financial institutions’ assets to GDP (%)\",\"Claims on domestic real nonfinancial sector by other financial institutions as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is other financial institutions' claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Nonbank financial institutions assets (IFS lines 42, a-d, h, and s); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.04\",\"Deposit money bank assets to deposit money bank assets and central bank assets (%)\",\"Raw data are from the electronic version of the IMF's International Financial Statistics (IFS lines 12 and 22, a-d).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.05\",\"Liquid liabilities to GDP (%)\",\"Ratio of liquid liabilities to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is liquid liabilities, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L or, if not available, line 35L); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF) For Eurocurrency area countries liquid liabilities are estimated by summing IFS items 34A, 34B and 35.\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.06\",\"Central bank assets to GDP (%)\",\"Claims on domestic real nonfinancial sector by the Central Bank as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is Central Bank claims, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF's International Financial Statistics. Central Bank claims (IFS lines 12, a-d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.07\",\"Mutual fund assets to GDP (%)\",\"Data taken from a variety of sources such as Investment Company Institute and national sources.\",\"Global Financial Development\",\"World Bank - Non banking financial database\"\n\"GFDD.DI.08\",\"Financial system deposits to GDP (%)\",\"Demand, time and saving deposits in deposit money banks and other financial institutions as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Financial system deposits (IFS lines 24, 25, 44, and 45); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.09\",\"Life insurance premium volume to GDP (%)\",\"Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.\",\"Global Financial Development\",\"Sigma Reports, Swiss Re\"\n\"GFDD.DI.10\",\"Nonlife insurance premium volume to GDP (%)\",\"Premium data is taken from various issues of Sigma reports (Swiss Re). Data on GDP in US dollars is from the electronic version of the World Development Indicators.\",\"Global Financial Development\",\"Sigma Reports, Swiss Re\"\n\"GFDD.DI.11\",\"Insurance company assets to GDP (%)\",\"Data taken from a variety of sources such as AXCO and national sources.\",\"Global Financial Development\",\"Nonbanking financial database, World Bank\"\n\"GFDD.DI.12\",\"Private credit by deposit money banks and other financial institutions to GDP (%)\",\"Private credit by deposit money banks and other financial institutions to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is credit to the private sector, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks and other financial institutions (IFS lines 22d and 42d); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF)\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DI.13\",\"Pension fund assets to GDP (%)\",\"Ratio of assets of pension funds to GDP. A pension fund is any plan, fund, or scheme that provides retirement income. Data taken from a variety of sources such as OECD, AIOS, FIAP and national sources.\",\"Global Financial Development\",\"Nonbanking financial database, World Bank\"\n\"GFDD.DI.14\",\"Domestic credit to private sector (% of GDP)\",\"Domestic credit to private sector refers to financial resources provided to the private sector, such as through loans, purchases of nonequity securities, and trade credits and other accounts receivable, that establish a claim for repayment. For some countries these claims include credit to public enterprises.\",\"Global Financial Development\",\"World Development Indicators (WDI), World Bank\"\n\"GFDD.DM.01\",\"Stock market capitalization to GDP (%)\",\"Value of listed shares to GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's\"\n\"GFDD.DM.02\",\"Stock market total value traded to GDP (%)\",\"Total value of all traded shares in a stock market exchange as a percentage of GDP. Following deflation method is use: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is stock market capitalization, P_e is end-of period CPI, and P_a is average annual CPI. End-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF) and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's\"\n\"GFDD.DM.03\",\"Outstanding domestic private debt securities to GDP (%)\",\"Total amount of domestic private debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers data on long-term bonds and notes, commercial paper and other short-term notes. Table 16A (domestic debt amount): all issuers minus governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.DM.04\",\"Outstanding domestic public debt securities to GDP (%)\",\"Total amount of domestic public debt securities (amounts outstanding) issued in domestic markets as a share of GDP. It covers long-term bonds and notes, treasury bills, commercial paper and other short-term notes. Table 16A (domestic debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level domestic public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.DM.05\",\"Outstanding international private debt securities to GDP (%)\",\"Amount of private international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. (Table 12A (international debt amount: all issuers) - Table 12D (international debt amount: governments)) / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level intenational private debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators.End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.DM.06\",\"Outstanding international public debt securities to GDP (%)\",\"Amount of public international debt securities (amounts outstanding), as a share of GDP. It covers long-term bonds and notes and money market instruments placed on international markets. Table 12D (international debt amount): governments / GDP. End of year data (i.e. December data) are considered for debt securities. The figures are deflated using the following methodology: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is the level international public debt, P_e is end-of period CPI, and P_a is average annual CPI. GDP is from World Development Indicators. End-of period CPI is taken from IFS line 64M..ZF month of December (or if not available Q4). Average annual CPI is constructed from the monthly CPI figure taken from IFS line 64..ZF.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.DM.07\",\"International debt issues to GDP (%)\",\"Total value of outstanding international debt issues both public and private, as a share of GDP. Offshore bank loan data from BIS Statistical Appendix Table 12A (Amount Outstanding): International debt securities - all issuers.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.DM.08\",\"Gross portfolio equity liabilities to GDP (%)\",\"Ratio of gross portfolio equity liabilities to GDP. Equity liabilities include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LDDZF/ GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). \",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DM.09\",\"Gross portfolio equity assets to GDP (%)\",\"Ratio of gross portfolio equity assets to GDP. Equity assets include shares, stocks, participation, and similar documents (such as American depository receipts) that usually denote ownership of equity. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79ADDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). \",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.DM.10\",\"Gross portfolio debt liabilities to GDP (%)\",\"Ratio of gross portfolio debt liabilities to GDP. Debt liabilities cover (1) bonds, debentures, notes, etc., and (2) money market or negotiable debt instruments. Raw data are from the electronic version of the IMF's International Financial Statistics. IFS line 79LEDZF / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). \",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.EI.01\",\"Bank net interest margin (%)\",\"Raw data are from Bankscope. Data2080[t] / ((data2010[t] + data2010[t-1])/2). Numerator and denominator are aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.02\",\"Bank lending-deposit spread\",\"Raw data are from the electronic version of the IMF’s International Financial Statistics. Difference between lending rate and deposit rate. Lending rate is the rate charged by banks on loans to the private sector and deposit interest rate is the rate offered by commercial banks on three-month deposits. IFS line 60P - line 60L. \",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.EI.03\",\"Bank noninterest income to total income (%)\",\"Raw data are from Bankscope. Data2085 / (data2080 + data2085). Number is only calculated when net-interest income is not negative. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.04\",\"Bank overhead costs to total assets (%)\",\"Raw data are from Bankscope. Data2090[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.05\",\"Bank return on assets (%, after tax)\",\"Raw data are from Bankscope. Data2115[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.06\",\"Bank return on equity (%, after tax)\",\"Raw data are from Bankscope. Data2115[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.07\",\"Bank cost to income ratio (%)\",\"Raw data are from Bankscope. Data2090 / (data2080 + data2085). All Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.08\",\"Credit to government and state owned enterprises to GDP (%)\",\"Raw data are from the electronic version of the IMF’s International Financial Statistics. (IFS line 22A + line 22B + line 22C) / GDP. Local currency GDP is from IFS (line 99B..ZF or, if not available, line 99B.CZF). \",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.EI.09\",\"Bank return on assets (%, before tax)\",\"Raw data are from Bankscope. Data10270[t] / ((data2025[t] + data2025[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EI.10\",\"Bank return on equity (%, before tax)\",\"Raw data are from Bankscope. Data10270[t] / ((data2055[t] + data2055[t-1])/2). Numerator and denominator are first aggregated on the country level before division. Note that banks used in the calculation might differ between indicators. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.EM.01\",\"Stock market turnover ratio (%)\",\"Ratio of the value of total shares traded to average real market capitalization, the denominator is deflated using the following method: Tt/P_at/{(0.5)*[Mt/P_et + Mt-1/P_et-1] where T is total value traded, M is stock market capitalization, P_e is end-of period CPI. (IFS line 64M..ZF or, if not available, 64Q..ZF) and annual CPI (IFS line 64..ZF) are from the IMF’s International Financial Statistics.\",\"Global Financial Development\",\"Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's\"\n\"GFDD.OE.01\",\"Consumer price index (2010=100, December)\",\"Consumer price index reflects changes in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used.\",\"Global Financial Development\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"GFDD.OE.02\",\"Average Consumer Price Index (2010=100)\",\"Consumer price index reflects changes in the cost to the average consumer of acquiring a basket of goods and services that may be fixed or changed at specified intervals, such as yearly. The Laspeyres formula is generally used.\",\"Global Financial Development\",\"International Monetary Fund, International Financial Statistics and data files.\"\n\"GFDD.OI.01\",\"Bank concentration (%)\",\"Raw data are from Bankscope. (Sum(data2025) for three largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 3 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.OI.02\",\"Bank deposits to GDP (%)\",\"Demand, time and saving deposits in deposit money banks as a share of GDP, calculated using the following deflation method: {(0.5)*[Ft/P_et + Ft-1/P_et-1]}/[GDPt/P_at] where F is demand and time and saving deposits, P_e is end-of period CPI, and P_a is average annual CPI. Raw data are from the electronic version of the IMF’s International Financial Statistics. Bank deposits (IFS lines 24 and 25); GDP in local currency (IFS line 99B..ZF or, if not available, line 99B.CZF); end-of period CPI (IFS line 64M..ZF or, if not available, 64Q..ZF); and average annual CPI is calculated using the monthly CPI values (IFS line 64M..ZF).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.OI.03\",\"H-statistic\",\"A measure of the degree of competition in the banking market. It measures the elasticity of banks revenues relative to input prices. Under perfect competition, an increase in input prices raises both marginal costs and total revenues by the same amount, and hence the H-statistic equals 1. Under a monopoly, an increase in input prices results in a rise in marginal costs, a fall in output, and a decline in revenues, leading to an H-statistic less than or equal to 0. When H is between 0 and 1, the system operates under monopolistic competition. it is possible for H-stat to be greater than 1 in some oligopolistic markets. (For more information, see Panzar and Rosse 1982, 1987). Calculated from underlying bank-by-bank data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.OI.04\",\"Lerner index\",\"A measure of market power in the banking market. It is defined as the difference between output prices and marginal costs (relative to prices). Prices are calculated as total bank revenue over assets, whereas marginal costs are obtained from an estimated translog cost function with respect to output. Higher values of the Lerner index indicate less bank competition. Lerner Index estimations follow the methodology described in Demirgüç-Kunt and Martínez Pería (2010). Calculated from underlying bank-by-bank data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.OI.05\",\"Boone indicator\",\"A measure of degree of competition, calculated as the elasticity of profits to marginal costs. To obtain the elasticity, the log of profits (measured by return on assets) is regressed on the log of marginal costs. The estimated coefficient (computed from the first derivative of a trans-log cost function) is the elasticity. The rationale behind the indicator is that higher profits are achieved by more-efficient banks. Hence, the more negative the Boone indicator, the higher the degree of competition is because the effect of reallocation is stronger. Estimations of the Boone indicator in this database follow the methodology used by Schaeck and Čihák (2010) with a modification to use marginal costs instead of average costs. Regional estimates of the Boone indicator pool the bank data by regions (for more information, see Hay and Liu 1997; Boone 2001; Boone, Griffith, and Harrison 2005). Calculated from underlying bank-by-bank data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.OI.06\",\"5-bank asset concentration\",\"Raw data are from Bankscope. (Sum(data2025) for five largest banks in Bankscope) / (Sum(data2025) for all banks in Bankscope). Only reported if number of banks in Bankscope is 5 or more. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.OI.07\",\"Liquid liabilities in millions USD (2000 constant)\",\"Raw data are from the electronic version of the IMF's International Financial Statistics. Liquid liabilities (IFS lines 55L..ZF or, if not available, line 35L..ZF); for Eurocurrency area countries (BEF, DEM, ESP, FRF, GRD, IEP, ITL, LUF, NLG, ATS, PTE, FIM), liquid liabilities are estimated by summing IFS items 34A, 34B and 35.\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.OI.08\",\"Loans from nonresident banks (net) to GDP (%)\",\"Ratio of net offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 12A (Net Issues): International debt securities - all issuers.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.OI.09\",\"Loans from nonresident banks (amounts outstanding) to GDP (%)\",\"Ratio of outstanding offshore bank loans to GDP. An offshore bank is a bank located outside the country of residence of the depositor, typically in a low tax jurisdiction (or tax haven) that provides financial and legal advantages. Offshore bank loan data from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-à-vis all sectors.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.OI.10\",\"External loans and deposits of reporting banks vis-à-vis the banking sector (% of domestic bank deposits)\",\"Data is from BIS Statistical Appendix Table 7A minus 7B: External loans and deposits of reporting banks vis-à-vis all sectors minus external loans and deposits of reporting banks vis-à-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.OI.11\",\"External loans and deposits of reporting banks vis-à-vis the nonbanking sectors (% of domestic bank deposits)\",\"Data is from BIS Statistical Appendix Table 7B: External loans and deposits of reporting banks vis-à-vis nonbanking sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.OI.12\",\"External loans and deposits of reporting banks vis-à-vis all sectors (% of domestic bank deposits)\",\"Data is from BIS Statistical Appendix Table 7A: External loans and deposits of reporting banks vis-à-vis all sectors; bank deposits from IFS (IFS lines 24 and 25). End of year data (i.e. December data) are used.\",\"Global Financial Development\",\"Bank for International Settlements (BIS)\"\n\"GFDD.OI.13\",\"Remittance inflows to GDP (%)\",\"Workers' remittances and compensation of employees comprise current transfers by migrant workers and wages and salaries earned by nonresident workers. Data are the sum of three items defined in the fifth edition of the IMF's Balance of Payments Manual: workers' remittances, compensation of employees, and migrants' transfers. Remittances are classified as current private transfers from migrant workers resident in the host country for more than a year, irrespective of their immigration status, to recipients in their country of origin. Migrants' transfers are defined as the net worth of migrants who are expected to remain in the host country for more than one year that is transferred from one country to another at the time of migration. Compensation of employees is the income of migrants who have lived in the host country for less than a year.\",\"Global Financial Development\",\"World Development Indicators (WDI), World Bank\"\n\"GFDD.OI.14\",\"Consolidated foreign claims of BIS reporting banks to GDP (%)\",\"The ratio of consolidated foreign claims to GDP of the banks that are reporting to BIS. Foreign claims are defined as the sum of cross-border claims plus foreign offices’ local claims in all currencies. In the consolidated banking statistics claims that are granted or extended to nonresidents are referred to as either cross-border claims. In the context of the consolidated banking statistics, local claims refer to claims of domestic banks’ foreign affiliates (branches/subsidiaries) on the residents of the host country (i.e. country of residence of affiliates). Items (A+L from BIS Table 9A). End-of-year data (i.e. December data) are considered for banks claims. GDP is from World Development Indicators.\",\"Global Financial Development\",\"Consolidated banking statistics, Bank for International Settlements (BIS)\"\n\"GFDD.OI.15\",\"Foreign banks among total banks (%)\",\"Percentage of the number of foreign owned banks to the number of the total banks in an Economy. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.\",\"Global Financial Development\",\"Stijn Claessens and Neeltje van Horen, 2012. \\\"Foreign Banks: Trends, Impact and Financial Stability\\\" IMF Working Paper, WP/12/10\"\n\"GFDD.OI.16\",\"Foreign bank assets among total bank assets (%)\",\"Percentage of the total banking assets that are held by foreign banks. A foreign bank is a bank where 50 percent or more of its shares are owned by foreigners.\",\"Global Financial Development\",\"Stijn Claessens and Neeltje van Horen, 2012. \\\"Foreign Banks: Trends, Impact and Financial Stability\\\" IMF Working Paper, WP/12/10\"\n\"GFDD.OI.17\",\"Global leasing volume to GDP (%)\",\"Ratios calculated by source.\",\"Global Financial Development\",\"White Clarke Global Leasing Report\"\n\"GFDD.OI.18\",\"Total factoring volume to GDP (%)\",\"GDP data provided by IFS and converted into USD using IFS exchange rates.\",\"Global Financial Development\",\"Factors Chain International\"\n\"GFDD.OI.19\",\"Banking crisis dummy (1=banking crisis, 0=none)\",\"A banking crisis is defined as systemic if two conditions are met: a. Significant signs of financial distress in the banking system (as indicated bysignificant bank runs, losses in the banking system, and/or bank liquidations), b. Significant banking policy intervention measures in response to significant losses in the banking system. The first year that both criteria are met is considered as the year when the crisis start becoming systemic. The end of a crisis is defined the year before both real GDP growth and real credit growth are positive for at least two consecutive years.\",\"Global Financial Development\",\"Luc Laeven and Fabián Valencia, 2012. “Systemic Banking Crises Database: An Update”, IMF Working Paper WP/12/163\"\n\"GFDD.OM.01\",\"Number of listed companies per 1,000,000 people \",\"Number of publicly listed companies per 1,000,000 people. Number of listed domestic companies is the domestically incorporated companies listed on the country's stock exchanges at the end of the year. This indicator does not include investment companies, mutual funds, or other collective investment vehicles.\",\"Global Financial Development\",\"Global Stock Markets Factbook and supplemental S&P data, Standard & Poor's\"\n\"GFDD.OM.02\",\"Stock market return (%, year-on-year)\",\"Stock market return is the growth rate of annual average stock market index. Annual average stock market index is constructed by taking the average of the daily stock market indexes available at Bloomberg. \",\"Global Financial Development\",\"Bloomberg\"\n\"GFDD.SI.01\",\"Bank Z-score\",\"It captures the probability of default of a country's banking system. Z-score compares the buffer of a country's banking system (capitalization and returns) with the volatility of those returns. It is estimated as (ROA+(equity/assets))/sd(ROA); sd(ROA) is the standard deviation of ROA. ROA, equity, and assets are country-level aggregate figures Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.SI.02\",\"Bank nonperforming loans to gross loans (%)\",\"Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries. \",\"Global Financial Development\",\"Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\"\n\"GFDD.SI.03\",\"Bank capital to total assets (%)\",\"Ratio of bank capital and reserves to total assets. Capital and reserves include funds contributed by owners, retained earnings, general and special reserves, provisions, and valuation adjustments. Capital includes tier 1 capital (paid-up shares and common stock), which is a common feature in all countries' banking systems, and total regulatory capital, which includes several specified types of subordinated debt instruments that need not be repaid if the funds are required to maintain minimum capital levels (these comprise tier 2 and tier 3 capital). Total assets include all nonfinancial and financial assets. Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.\",\"Global Financial Development\",\"Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\"\n\"GFDD.SI.04\",\"Bank credit to bank deposits (%)\",\"Raw data are from the electronic version of the IMF’s International Financial Statistics. Private credit by deposit money banks (IFS line 22d); bank deposits (IFS lines 24 and 25).\",\"Global Financial Development\",\"International Financial Statistics (IFS), International Monetary Fund (IMF)\"\n\"GFDD.SI.05\",\"Bank regulatory capital to risk-weighted assets (%) \",\"Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.\",\"Global Financial Development\",\"Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\"\n\"GFDD.SI.06\",\"Liquid assets to deposits and short term funding (%)\",\"Raw data are from Bankscope. Data2075 / data2030. Numerator and denominator are first aggregated on the country level before division. Calculated from underlying bank-by-bank unconsolidated data from Bankscope.\",\"Global Financial Development\",\"Bankscope, Bureau van Dijk (BvD)\"\n\"GFDD.SI.07\",\"Provisions to nonperforming loans (%)\",\"Provisions to nonperforming loans. Nonperforming Loans are loans for which the contractual payments are delinquent, usually defined as and NPL ratio being overdue for more than a certain number of days (e.g., usually more than 90 days). Reported by IMF staff. Note that due to differences in national accounting, taxation, and supervisory regimes, these data are not strictly comparable across countries.\",\"Global Financial Development\",\"Financial Soundness Indicators Database (fsi.imf.org), International Monetary Fund (IMF)\"\n\"GFDD.SM.01\",\"Stock price volatility\",\"Stock price volatility is the average of the 360-day volatility of the national stock market index.\",\"Global Financial Development\",\"Bloomberg\"\n\"GOLD\",\"Gold, $/toz, current$\",\"Gold (UK), 99.5% fine, London afternoon fixing, average of daily rates\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week; International Monetary Fund, International Financial Statistics; Shearson Lehman Brothers, Metal Market Weekly Review; Thomson Reuters Datastream; World Bank.\"\n\"GPFI1.TOTL\",\"Financial knowledge score (0-3)\",\"Denotes the average amount of financial knowledge related questions respondents in the reported country answered correctly. There are three questions related to simple division, inflation, and interest, respectively. Calculated as the sum of the percentag\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Organisation for Economic Co-operation and Development (OECD), Measuring Financial Literacy and World Bank, Financial Capability Surveys\"\n\"GPFI2\",\"Disclosure index combining existence of a variety of disclosure requirements.\",\"Disclosure index denotes the sum of a variety of existing disclosure requirements. These are (i) Law specifies disclosure requirements in plain language, (ii) Law specifies disclosure requirements in local language, (iii) Law specifies requirement for prescribed standardized disclosure format, (iv) Law specifies requirement for recourse rights and processes, and (v) Law specifies disclosure requirement of annual percentage rate using standard formula for credit products.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"\"\n\"GPFI3\",\"Index reflecting the existence of formal internal and external dispute resolution mechanisms.\",\"Index reflecting the existence of formal internal and external dispute resolution mechanisms takes the value 1 if both resolution mechanisms are available, the value 0.5 if one of the mechanisms is available, and 0 if neither of the mechanisms is available.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"\"\n\"GPFI4\",\"Getting credit: Distance to frontier\",\"Getting credit: Distance to the frontier denotes the distance of each economy to the “frontier,” which represents the highest performance observed on the getting credit indicator across all economies included in Doing Business. An economy’s distance to frontier is indicated on a scale from 0 to 100, where 0 represents the lowest performance and 100 the frontier.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"\"\n\"GPSS.1\",\"E-money accounts per 1,000 adults\",\"Denotes the number of e-money accounts per 1,000 adults\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GPSS.2\",\"Retail cashless transactions per 1,000 adults\",\"Denotes the number of retail cashless transactions per 1,000 adults which includes the number of cheques, credit transfers, direct debits, payment card transactions (debit cards, credit cards), and payment by e-money instruments (card based e-money instru\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GPSS.3\",\"Agents of payment service providers per 100,000 adults\",\"Denotes the number of agents of payment service providers per 100,000 adults. Includes: agents of banks and other deposit taking institutions, as well as specialized entities such as money transfer operators and e-money issuers\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GPSS.4\",\"POS terminals per 100,000 adults\",\"Denotes the number of Point Of Sale (POS) terminals per 100,000 adults.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GPSS.5\",\"Debit cards per 1,000 adults\",\"Denotes the number of debit cards per 1,000 adults\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GPSS.6\",\"Interoperability of ATM networks and interoperability of POS terminals (0-1)\",\"Denotes the extent of interoperability of ATM networks and interoperability of POS terminals. Takes the value 1 if most or all ATM networks (/POS terminals) are interconnected and 0 if they are not interconnected.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"World Bank, Global Payments Systems Survey\"\n\"GRNUT_OIL\",\"Groundnut oil, $/mt, current$\",\"Groundnut oil (any origin), c.i.f. Rotterdam\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"GV.CONT.CO.ES\",\"Control of Corruption (estimate)\",\"Control of corruption measures the extent to which public power is exercised for private gain, including petty and grand forms of corruption, as well as “capture” of the state by elites and private interests. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"\\\"World Bank Institute.\\r\\\"\"\n\"GV.CONT.CO.NO\",\"Control of Corruption (number of surveys/polls)\",\"See definition GV.CONT.CO.ES. This is the number of surveys/polls used to derive the GV.CONT.CO.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.CONT.CO.SE\",\"Control of Corruption (standard error)\",\"See definition GV.CONT.CO.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.GOVT.EF.ES\",\"Government Effectiveness (estimate)\",\"Government effectiveness measures the quality of public services, the quality and degree of independence from political pressures of the civil service, the quality of policy formulation and implementation, and the credibility of the government’s commitment to such policies. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.GOVT.EF.NO\",\"Government Effectiveness (number of surveys/polls)\",\"See definition GV.GOVT.EF.ES. This is the number of surveys/polls used to derive the GV.GOVT.EF.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.GOVT.EF.SE\",\"Government Effectiveness (standard error)\",\"See definition GV.GOVT.EF.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.POLI.ST.ES\",\"Political Stability/No Violence (estimate)\",\"Political stability and absence of violence measures the perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including domestic violence or terrorism. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.POLI.ST.NO\",\"Political Stability/No Violence (number of surveys/polls)\",\"See definition GV.POL.ST.ES. This is the number of surveys/polls used to derive the GV.POL.ST.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.POLI.ST.SE\",\"Political Stability/No Violence (standard error)\",\"See definition GV.POLI.ST.SD. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.REGL.LA.ES\",\"Regulatory Quality (estimate)\",\"Regulatory quality measures the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.REGL.LA.NO\",\"Regulatory Quality (number of surveys/polls)\",\"See definition GV.REGL.LA.ES. This is the number of surveys/polls used to derive the GV.REGL.LA.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.REGL.LA.SE\",\"Regulatory Quality (standard error)\",\"See definition GV.REGL.LA.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.RULE.LW.ES\",\"Rule of Law (estimate)\",\"Rule of law measures the extent to which agents have confidence in and abide by the rules of society, in particular the quality of contract enforcement, the police, and the courts, as well as the likelihood of crime and violence. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.RULE.LW.NO\",\"Rule of Law (number off surveys/polls)\",\"See definition GV.RULE.LW.ES. This is the number of surveys/polls used to derive the GV.RULE.LW.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.RULE.LW.SE\",\"Rule of Law (standard error)\",\"See definition GV.RULE.LW.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.TI.RANK.IDX\",\"Corruption Perceptions Index (rank)\",\"This is the ranking from the annual Transparency International corruption perceptions index, which ranks more than 150 countries in terms of perceived levels of corruption, as determined by expert assessments and opinion surveys. For more information on this indicator, please visit http://www.transparency.org/policy_research/surveys_indices/cpi the Transparency International page on the topic. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.TI.SCOR.IDX\",\"Corruption Perceptions Index (score)\",\"This information is from the http://www.transparency.org Transparency International web site. More information may be available there. CPI Score relates to perceptions of the degree of corruption as seen by business people and country analysts, and ranges between 0 (highly corrupt) and 10 (highly clean). Data for 2012 Corruption Perceptions Index scores countries on a scale from 0 (highly corrupt) to 100 (very clean). Confidence range provides a range of possible values of the CPI score. This reflects how a country's score may vary, depending on measurement precision. Nominally, with 5 percent probability the score is above this range and with another 5 percent it is below.\",\"Africa Development Indicators\",\"Transparency International\"\n\"GV.VOIC.AC.ES\",\"Voice and Accountability (estimate)\",\"Voice and accountability measures the extent to which a country’s citizens are able to participate in selecting their government and to enjoy freedom of expression, freedom of association, and a free media. Further documentation and research using the World Governance Indicators (WGI) is available at www.worldbank.org/wbi/governance. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.VOIC.AC.NO\",\"Voice and Accountability (number of surveys/polls)\",\"See definition GV.VOIC.AC.ES. This is the number of surveys/polls used to derive the GV.VOIC.AC.ES. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"GV.VOIC.AC.SE\",\"Voice and Accountability (standard error)\",\"See definition GV.VOIC.AC.ES. Inherent to all Governance Indicators is a margin of error, which might vary from country to country, normally attributable to two factors: (i) cross-country differences in the number of sources in which a country appears, and (ii) differences in the precision of the sources in which each country appears. \",\"Africa Development Indicators\",\"World Bank Institute.\"\n\"gwp1\",\"Access to a mobile phone or internet at home (% age 15+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.1\",\"Access to a mobile phone or internet at home, female (% age 15+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.2\",\"Access to a mobile phone or internet at home, male (% age 15+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.3\",\"Access to a mobile phone or internet at home, income, poorest 40% (% age 15+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.4\",\"Access to a mobile phone or internet at home, income, richest 60% (% age 15+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.5\",\"Access to a mobile phone or internet at home, young adults (% ages 15-34)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"gwp1.6\",\"Access to a mobile phone or internet at home, older adults (% age 35+)\",\"Denotes the percentage of adults with access to a mobile phone or internet at home\",\"G20 Basic Set of Financial Inclusion Indicators\",\"Gallup World Poll\"\n\"HH.DHS.GAR.456\",\"DHS: Gross attendance rate. Post Secondary\",\"Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.F\",\"DHS: Gross attendance rate. Post Secondary. Female\",\"Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.M\",\"DHS: Gross attendance rate. Post Secondary. Male\",\"Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.Q1\",\"DHS: Gross attendance rate. Post Secondary. Quintile 1\",\"Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.Q2\",\"DHS: Gross attendance rate. Post Secondary. Quintile 2\",\"Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.Q3\",\"DHS: Gross attendance rate. Post Secondary. Quintile 3\",\"Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.Q4\",\"DHS: Gross attendance rate. Post Secondary. Quintile 4\",\"Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.Q5\",\"DHS: Gross attendance rate. Post Secondary. Quintile 5\",\"Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.R\",\"DHS: Gross attendance rate. Post Secondary. Rural\",\"Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.GAR.456.U\",\"DHS: Gross attendance rate. Post Secondary. Urban\",\"Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1\",\"DHS: Net attendance rate. Primary\",\"Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.F\",\"DHS: Net attendance rate. Primary. Female\",\"Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.M\",\"DHS: Net attendance rate. Primary. Male\",\"Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.Q1\",\"DHS: Net attendance rate. Primary. Quintile 1\",\"Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.Q2\",\"DHS: Net attendance rate. Primary. Quintile 2\",\"Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.Q3\",\"DHS: Net attendance rate. Primary. Quintile 3\",\"Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.Q4\",\"DHS: Net attendance rate. Primary. Quintile 4\",\"Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.Q5\",\"DHS: Net attendance rate. Primary. Quintile 5\",\"Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.R\",\"DHS: Net attendance rate. Primary. Rural\",\"Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.1.U\",\"DHS: Net attendance rate. Primary. Urban\",\"Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23\",\"DHS: Net attendance rate. Secondary\",\"Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.F\",\"DHS: Net attendance rate. Secondary. Female\",\"Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.M\",\"DHS: Net attendance rate. Secondary. Male\",\"Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.Q1\",\"DHS: Net attendance rate. Secondary. Quintile 1\",\"Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.Q2\",\"DHS: Net attendance rate. Secondary. Quintile 2\",\"Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.Q3\",\"DHS: Net attendance rate. Secondary. Quintile 3\",\"Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.Q4\",\"DHS: Net attendance rate. Secondary. Quintile 4\",\"Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.Q5\",\"DHS: Net attendance rate. Secondary. Quintile 5\",\"Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.R\",\"DHS: Net attendance rate. Secondary. Rural\",\"Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NAR.23.U\",\"DHS: Net attendance rate. Secondary. Urban\",\"Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1\",\"DHS: Net intake rate for the first grade of primary education\",\"Net intake rate for the first grade of primary education is the number of new pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the children of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.F\",\"DHS: Net intake rate for the first grade of primary education. Female\",\"Net intake rate for the first grade of primary education. Female is the number of new female pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the females of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.M\",\"DHS: Net intake rate for the first grade of primary education. Male\",\"Net intake rate for the first grade of primary education. Male is the number of new male pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the males of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.Q1\",\"DHS: Net intake rate for the first grade of primary education. Quintile 1\",\"Net intake rate for the first grade of primary education. Quintile 1 is the number of new quintile 1 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 1 population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.Q2\",\"DHS: Net intake rate for the first grade of primary education. Quintile 2\",\"Net intake rate for the first grade of primary education. Quintile 2 is the number of new quintile 2 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 2 population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.Q3\",\"DHS: Net intake rate for the first grade of primary education. Quintile 3\",\"Net intake rate for the first grade of primary education. Quintile 3 is the number of new quintile 3 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 3 population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.Q4\",\"DHS: Net intake rate for the first grade of primary education. Quintile 4\",\"Net intake rate for the first grade of primary education. Quintile 4 is the number of new quintile 4 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 4 population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.Q5\",\"DHS: Net intake rate for the first grade of primary education. Quintile 5\",\"Net intake rate for the first grade of primary education. Quintile 5 is the number of new quintile 5 pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the quintile 5 population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.R\",\"DHS: Net intake rate for the first grade of primary education. Rural\",\"Net intake rate for the first grade of primary education. Rural is the number of new rural pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the rural population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.NIR.1.U\",\"DHS: Net intake rate for the first grade of primary education. Urban\",\"Net intake rate for the first grade of primary education. Urban is the number of new urban pupils attending the first grade of primary education who are of the official primary school entrance age, expressed as a percentage of the urban population of official entrance age to primary education.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1\",\"DHS: Proportion of out-of-school. Primary\",\"Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.F\",\"DHS: Proportion of out-of-school. Primary. Female\",\"Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.M\",\"DHS: Proportion of out-of-school. Primary. Male\",\"Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.Q1\",\"DHS: Proportion of out-of-school. Primary. Quintile 1\",\"Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.Q2\",\"DHS: Proportion of out-of-school. Primary. Quintile 2\",\"Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.Q3\",\"DHS: Proportion of out-of-school. Primary. Quintile 3\",\"Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.Q4\",\"DHS: Proportion of out-of-school. Primary. Quintile 4\",\"Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.Q5\",\"DHS: Proportion of out-of-school. Primary. Quintile 5\",\"Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.R\",\"DHS: Proportion of out-of-school. Primary. Rural\",\"Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOS.1.U\",\"DHS: Proportion of out-of-school. Primary. Urban\",\"Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO\",\"DHS: Typology of out-of-school children. Primary. Dropped out\",\"Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.F\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Female\",\"Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.M\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Male\",\"Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.Q1\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 1\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.Q2\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 2\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.Q3\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 3\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.Q4\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 4\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.Q5\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Quintile 5\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.R\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Rural\",\"Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.DO.U\",\"DHS: Typology of out-of-school children. Primary. Dropped out. Urban\",\"Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L\",\"DHS: Typology of out-of-school children. Primary. Late entry\",\"Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.F\",\"DHS: Typology of out-of-school children. Primary. Late entry. Female\",\"Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.M\",\"DHS: Typology of out-of-school children. Primary. Late entry. Male\",\"Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.Q1\",\"DHS: Typology of out-of-school children. Primary. Late entry. Quintile 1\",\"Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.Q2\",\"DHS: Typology of out-of-school children. Primary. Late entry. Quintile 2\",\"Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.Q3\",\"DHS: Typology of out-of-school children. Primary. Late entry. Quintile 3\",\"Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.Q4\",\"DHS: Typology of out-of-school children. Primary. Late entry. Quintile 4\",\"Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.Q5\",\"DHS: Typology of out-of-school children. Primary. Late entry. Quintile 5\",\"Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.R\",\"DHS: Typology of out-of-school children. Primary. Late entry. Rural\",\"Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.L.U\",\"DHS: Typology of out-of-school children. Primary. Late entry. Urban\",\"Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X\",\"DHS: Typology of out-of-school children. Primary. Never in school\",\"Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.F\",\"DHS: Typology of out-of-school children. Primary. Never in school. Female\",\"Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.M\",\"DHS: Typology of out-of-school children. Primary. Never in school. Male\",\"Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.Q1\",\"DHS: Typology of out-of-school children. Primary. Never in school. Quintile 1\",\"Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.Q2\",\"DHS: Typology of out-of-school children. Primary. Never in school. Quintile 2\",\"Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.Q3\",\"DHS: Typology of out-of-school children. Primary. Never in school. Quintile 3\",\"Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.Q4\",\"DHS: Typology of out-of-school children. Primary. Never in school. Quintile 4\",\"Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.Q5\",\"DHS: Typology of out-of-school children. Primary. Never in school. Quintile 5\",\"Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.R\",\"DHS: Typology of out-of-school children. Primary. Never in school. Rural\",\"Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.OOST.X.U\",\"DHS: Typology of out-of-school children. Primary. Never in school. Urban\",\"Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR\",\"DHS: Primary completion rate\",\"Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.F\",\"DHS: Primary completion rate. Female\",\"Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.M\",\"DHS: Primary completion rate. Male\",\"Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.Q1\",\"DHS: Primary completion rate. Quintile 1\",\"Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.Q2\",\"DHS: Primary completion rate. Quintile 2\",\"Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.Q3\",\"DHS: Primary completion rate. Quintile 3\",\"Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.Q4\",\"DHS: Primary completion rate. Quintile 4\",\"Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.Q5\",\"DHS: Primary completion rate. Quintile 5\",\"Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.R\",\"DHS: Primary completion rate. Rural\",\"Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.PCR.U\",\"DHS: Primary completion rate. Urban\",\"Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR\",\"DHS: Secondary completion rate\",\"Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.F\",\"DHS: Secondary completion rate. Female\",\"Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.M\",\"DHS: Secondary completion rate. Male\",\"Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.Q1\",\"DHS: Secondary completion rate. Quintile 1\",\"Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.Q2\",\"DHS: Secondary completion rate. Quintile 2\",\"Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.Q3\",\"DHS: Secondary completion rate. Quintile 3\",\"Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.Q4\",\"DHS: Secondary completion rate. Quintile 4\",\"Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.Q5\",\"DHS: Secondary completion rate. Quintile 5\",\"Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.R\",\"DHS: Secondary completion rate. Rural\",\"Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.SCR.U\",\"DHS: Secondary completion rate. Urban\",\"Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12\",\"DHS: Transition rate. Primary to Secondary\",\"Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.F\",\"DHS: Transition rate. Primary to Secondary. Female\",\"Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.M\",\"DHS: Transition rate. Primary to Secondary. Male\",\"Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.Q1\",\"DHS: Transition rate. Primary to Secondary. Quintile 1\",\"Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.Q2\",\"DHS: Transition rate. Primary to Secondary. Quintile 2\",\"Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.Q3\",\"DHS: Transition rate. Primary to Secondary. Quintile 3\",\"Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.Q4\",\"DHS: Transition rate. Primary to Secondary. Quintile 4\",\"Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.Q5\",\"DHS: Transition rate. Primary to Secondary. Quintile 5\",\"Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.R\",\"DHS: Transition rate. Primary to Secondary. Rural\",\"Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.TR.12.U\",\"DHS: Transition rate. Primary to Secondary. Urban\",\"Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519\",\"DHS: Average years of schooling by age group. Age 15-19\",\"Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.F\",\"DHS: Average years of schooling by age group. Age 15-19. Female\",\"Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.M\",\"DHS: Average years of schooling by age group. Age 15-19. Male\",\"Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.Q1\",\"DHS: Average years of schooling by age group. Age 15-19. Quintile 1\",\"Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.Q2\",\"DHS: Average years of schooling by age group. Age 15-19. Quintile 2\",\"Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.Q3\",\"DHS: Average years of schooling by age group. Age 15-19. Quintile 3\",\"Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.Q4\",\"DHS: Average years of schooling by age group. Age 15-19. Quintile 4\",\"Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.Q5\",\"DHS: Average years of schooling by age group. Age 15-19. Quintile 5\",\"Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.R\",\"DHS: Average years of schooling by age group. Age 15-19. Rural\",\"Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.1519.U\",\"DHS: Average years of schooling by age group. Age 15-19. Urban\",\"Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN\",\"DHS: Gini coefficient of average years of schooling. Age 15+\",\"Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.F\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Female\",\"Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.M\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Male\",\"Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.Q1\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 1\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.Q2\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 2\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.Q3\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 3\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.Q4\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 4\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.Q5\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Quintile 5\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.R\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Rural\",\"Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.DHS.YRS.15UP.GIN.U\",\"DHS: Gini coefficient of average years of schooling. Age 15+. Urban\",\"Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"HH.MICS.GAR.456\",\"MICS: Gross attendance rate. Post Secondary\",\"Gross attendance rate. Post Secondary is the number of post-secondary school pupils of any age, expressed as a percentage of youth of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.F\",\"MICS: Gross attendance rate. Post Secondary. Female\",\"Gross attendance rate. Post Secondary. Female is the number of female post-secondary school pupils of any age, expressed as a percentage of the population of females of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.M\",\"MICS: Gross attendance rate. Post Secondary. Male\",\"Gross attendance rate. Post Secondary. Male is the number of male post-secondary school pupils of any age, expressed as a percentage of the population of males of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.Q1\",\"MICS: Gross attendance rate. Post Secondary. Quintile 1\",\"Gross attendance rate. Post Secondary. Quintile 1 is the number of quintile 1 post-secondary school pupils of any age, expressed as a percentage of the quintile 1 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.Q2\",\"MICS: Gross attendance rate. Post Secondary. Quintile 2\",\"Gross attendance rate. Post Secondary. Quintile 2 is the number of quintile 2 post-secondary school pupils of any age, expressed as a percentage of the quintile 2 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.Q3\",\"MICS: Gross attendance rate. Post Secondary. Quintile 3\",\"Gross attendance rate. Post Secondary. Quintile 3 is the number of quintile 3 post-secondary school pupils of any age, expressed as a percentage of the quintile 3 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.Q4\",\"MICS: Gross attendance rate. Post Secondary. Quintile 4\",\"Gross attendance rate. Post Secondary. Quintile 4 is the number of quintile 4 post-secondary school pupils of any age, expressed as a percentage of the quintile 4 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.Q5\",\"MICS: Gross attendance rate. Post Secondary. Quintile 5\",\"Gross attendance rate. Post Secondary. Quintile 5 is the number of quintile 5 post-secondary school pupils of any age, expressed as a percentage of the quintile 5 population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.R\",\"MICS: Gross attendance rate. Post Secondary. Rural\",\"Gross attendance rate. Post Secondary. Rural is the number of rural post-secondary school pupils of any age, expressed as a percentage of the rural population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.GAR.456.U\",\"MICS: Gross attendance rate. Post Secondary. Urban\",\"Gross attendance rate. Post Secondary. Urban is the number of urban post-secondary school pupils of any age, expressed as a percentage of the urban population of post-secondary school age. Post-secondary school age is defined as the age range from graduation from secondary school till the maximum age set as a parameter of the educational system.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1\",\"MICS: Net attendance rate. Primary\",\"Net attendance rate. Primary. Total is the proportion of children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.F\",\"MICS: Net attendance rate. Primary. Female\",\"Net attendance rate. Primary. Female is the proportion of female children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.M\",\"MICS: Net attendance rate. Primary. Male\",\"Net attendance rate. Primary. Male is the proportion of male children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.Q1\",\"MICS: Net attendance rate. Primary. Quintile 1\",\"Net attendance rate. Primary. Quintile 1 is the proportion of quintile 1 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.Q2\",\"MICS: Net attendance rate. Primary. Quintile 2\",\"Net attendance rate. Primary. Quintile 2 is the proportion of quintile 2 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.Q3\",\"MICS: Net attendance rate. Primary. Quintile 3\",\"Net attendance rate. Primary. Quintile 3 is the proportion of quintile 3 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.Q4\",\"MICS: Net attendance rate. Primary. Quintile 4\",\"Net attendance rate. Primary. Quintile 4 is the proportion of quintile 4 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.Q5\",\"MICS: Net attendance rate. Primary. Quintile 5\",\"Net attendance rate. Primary. Quintile 5 is the proportion of quintile 5 children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.R\",\"MICS: Net attendance rate. Primary. Rural\",\"Net attendance rate. Primary. Rural is the proportion of rural children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.1.U\",\"MICS: Net attendance rate. Primary. Urban\",\"Net attendance rate. Primary. Urban is the proportion of urban children of the official primary school age who are attending primary school. The primary school age is based on the parameters of the educational system: starting age and duration of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23\",\"MICS: Net attendance rate. Secondary\",\"Net attendance rate. Secondary is the proportion of children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.F\",\"MICS: Net attendance rate. Secondary. Female\",\"Net attendance rate. Secondary. Female is the proportion of female children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.M\",\"MICS: Net attendance rate. Secondary. Male\",\"Net attendance rate. Secondary. Male is the proportion of male children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.Q1\",\"MICS: Net attendance rate. Secondary. Quintile 1\",\"Net attendance rate. Secondary. Quintile 1 is the proportion of quintile 1 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.Q2\",\"MICS: Net attendance rate. Secondary. Quintile 2\",\"Net attendance rate. Secondary. Quintile 2 is the proportion of quintile 2 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.Q3\",\"MICS: Net attendance rate. Secondary. Quintile 3\",\"Net attendance rate. Secondary. Quintile 3 is the proportion of quintile 3 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.Q4\",\"MICS: Net attendance rate. Secondary. Quintile 4\",\"Net attendance rate. Secondary. Quintile 4 is the proportion of quintile 4 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.Q5\",\"MICS: Net attendance rate. Secondary. Quintile 5\",\"Net attendance rate. Secondary. Quintile 5 is the proportion of quintile 5 children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.R\",\"MICS: Net attendance rate. Secondary. Rural\",\"Net attendance rate. Secondary. Rural is the proportion of rural children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.NAR.23.U\",\"MICS: Net attendance rate. Secondary. Urban\",\"Net attendance rate. Secondary. Urban is the proportion of urban children of official secondary school age who are attending secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1\",\"MICS: Proportion of out-of-school. Primary\",\"Proportion of out-of-school. Primary is the number of children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.F\",\"MICS: Proportion of out-of-school. Primary. Female\",\"Proportion of out-of-school. Primary. Female is the number of female children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of female children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.M\",\"MICS: Proportion of out-of-school. Primary. Male\",\"Proportion of out-of-school. Primary. Male is the number of male children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of male children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.Q1\",\"MICS: Proportion of out-of-school. Primary. Quintile 1\",\"Proportion of out-of-school. Primary. Quintile 1 is the number of quintile 1 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 1 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.Q2\",\"MICS: Proportion of out-of-school. Primary. Quintile 2\",\"Proportion of out-of-school. Primary. Quintile 2 is the number of quintile 2 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 2 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.Q3\",\"MICS: Proportion of out-of-school. Primary. Quintile 3\",\"Proportion of out-of-school. Primary. Quintile 3 is the number of quintile 3 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 3 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.Q4\",\"MICS: Proportion of out-of-school. Primary. Quintile 4\",\"Proportion of out-of-school. Primary. Quintile 4 is the number of quintile 4 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 4 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.Q5\",\"MICS: Proportion of out-of-school. Primary. Quintile 5\",\"Proportion of out-of-school. Primary. Quintile 5 is the number of quintile 5 children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of quintile 5 children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.R\",\"MICS: Proportion of out-of-school. Primary. Rural\",\"Proportion of out-of-school. Primary. Rural is the number of rural children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of rural children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOS.1.U\",\"MICS: Proportion of out-of-school. Primary. Urban\",\"Proportion of out-of-school. Primary. Urban is the number of urban children in the official primary school age range who are not attending primary or secondary education, expressed as a percentage of urban children of the official primary school age range. By definition, children in the official primary-age range, who are attending pre-primary education, are considered out-of-school. The sum of the net primary attendance rate and the proportion out of school do not add to 100 percent because the net primary attendance rate does not count students who are in secondary.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO\",\"MICS: Typology of out-of-school children. Primary. Dropped out\",\"Typology of out-of-school children. Primary. Dropped out is the proportion of out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.F\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Female\",\"Typology of out-of-school children. Primary. Dropped out. Female is the proportion of female out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.M\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Male\",\"Typology of out-of-school children. Primary. Dropped out. Male is the proportion of male out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.Q1\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 1\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 1 is the proportion of quintile 1 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.Q2\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 2\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 2 is the proportion of quintile 2 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.Q3\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 3\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 3 is the proportion of quintile 3 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.Q4\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 4\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 4 is the proportion of quintile 4 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.Q5\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Quintile 5\",\"Typology of out-of-school children. Primary. Dropped out. Quintile 5 is the proportion of quintile 5 out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.R\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Rural\",\"Typology of out-of-school children. Primary. Dropped out. Rural is the proportion of rural out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.DO.U\",\"MICS: Typology of out-of-school children. Primary. Dropped out. Urban\",\"Typology of out-of-school children. Primary. Dropped out. Urban is the proportion of urban out-of-school children who were enrolled in school and dropped out. It is calculated as the proportion of children not classified as never-in-school expressed as a percent of the proportion of out-of-school children older than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L\",\"MICS: Typology of out-of-school children. Primary. Late entry\",\"Typology of out-of-school children. Primary. Late entry is defined as the proportion of out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.F\",\"MICS: Typology of out-of-school children. Primary. Late entry. Female\",\"Typology of out-of-school children. Primary. Late entry. Female is defined as the proportion of female out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.M\",\"MICS: Typology of out-of-school children. Primary. Late entry. Male\",\"Typology of out-of-school children. Primary. Late entry. Male is defined as the proportion of male out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.Q1\",\"MICS: Typology of out-of-school children. Primary. Late entry. Quintile 1\",\"Typology of out-of-school children. Primary. Late entry. Quintile 1 is defined as the proportion of quintile 1 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.Q2\",\"MICS: Typology of out-of-school children. Primary. Late entry. Quintile 2\",\"Typology of out-of-school children. Primary. Late entry. Quintile 2 is defined as the proportion of quintile 2 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.Q3\",\"MICS: Typology of out-of-school children. Primary. Late entry. Quintile 3\",\"Typology of out-of-school children. Primary. Late entry. Quintile 3 is defined as the proportion of quintile 3 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.Q4\",\"MICS: Typology of out-of-school children. Primary. Late entry. Quintile 4\",\"Typology of out-of-school children. Primary. Late entry. Quintile 4 is defined as the proportion of quintile 4 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.Q5\",\"MICS: Typology of out-of-school children. Primary. Late entry. Quintile 5\",\"Typology of out-of-school children. Primary. Late entry. Quintile 5 is defined as the proportion of quintile 5 out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.R\",\"MICS: Typology of out-of-school children. Primary. Late entry. Rural\",\"Typology of out-of-school children. Primary. Late entry. Rural is defined as the proportion of rural out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.L.U\",\"MICS: Typology of out-of-school children. Primary. Late entry. Urban\",\"Typology of out-of-school children. Primary. Late entry. Urban is defined as the proportion of urban out-of-school children who are currently out of school but are expected to enter the education system later than they should. It is calculated based on UNESCO's methodology as the proportion leftover from those estimated as never in school, expressed as a percent of the proportion out-of-school for children younger than the age with the highest attendance rate.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X\",\"MICS: Typology of out-of-school children. Primary. Never in school\",\"Typology of out-of-school children. Primary. Never in school is the percentage of out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.F\",\"MICS: Typology of out-of-school children. Primary. Never in school. Female\",\"Typology of out-of-school children. Primary. Never in school. Female is the percentage of female out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.M\",\"MICS: Typology of out-of-school children. Primary. Never in school. Male\",\"Typology of out-of-school children. Primary. Never in school. Male is the percentage of male out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.Q1\",\"MICS: Typology of out-of-school children. Primary. Never in school. Quintile 1\",\"Typology of out-of-school children. Primary. Never in school. Quintile 1 is the percentage of quintile 1 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.Q2\",\"MICS: Typology of out-of-school children. Primary. Never in school. Quintile 2\",\"Typology of out-of-school children. Primary. Never in school. Quintile 2 is the percentage of quintile 2 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.Q3\",\"MICS: Typology of out-of-school children. Primary. Never in school. Quintile 3\",\"Typology of out-of-school children. Primary. Never in school. Quintile 3 is the percentage of quintile 3 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.Q4\",\"MICS: Typology of out-of-school children. Primary. Never in school. Quintile 4\",\"Typology of out-of-school children. Primary. Never in school. Quintile 4 is the percentage of quintile 4 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.Q5\",\"MICS: Typology of out-of-school children. Primary. Never in school. Quintile 5\",\"Typology of out-of-school children. Primary. Never in school. Quintile 5 is the percentage of quintile 5 out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.R\",\"MICS: Typology of out-of-school children. Primary. Never in school. Rural\",\"Typology of out-of-school children. Primary. Never in school. Rural is the percentage of rural out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.OOST.X.U\",\"MICS: Typology of out-of-school children. Primary. Never in school. Urban\",\"Typology of out-of-school children. Primary. Never in school. Urban is the percentage of urban out-of-school primary-school-age children who have never attended school and are not likely to enter school in the future. Since no survey can say definitively that a school-age person will never attend school, this is a probabilistic indicator. The indicator is based on UNESCO’s methodology, which estimates the proportion of children who will never attend school as the proportion of out of school for the age group with the lowest proportion of out-of-school children. This methodology assumes no dropout before the age at which enrolment rates peak, and no late entry after the age with peak enrolment.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR\",\"MICS: Primary completion rate\",\"Primary completion rate is the total number of students of any age in the last grade of primary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.F\",\"MICS: Primary completion rate. Female\",\"Primary completion rate. Female is the total number of female students of any age in the last grade of primary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.M\",\"MICS: Primary completion rate. Male\",\"Primary completion rate. Male is the total number of male students of any age in the last grade of primary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.Q1\",\"MICS: Primary completion rate. Quintile 1\",\"Primary completion rate. Quintile 1 is the total number of quintile 1 students of any age in the last grade of primary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.Q2\",\"MICS: Primary completion rate. Quintile 2\",\"Primary completion rate. Quintile 2 is the total number of quintile 2 students of any age in the last grade of primary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.Q3\",\"MICS: Primary completion rate. Quintile 3\",\"Primary completion rate. Quintile 3 is the total number of quintile 3 students of any age in the last grade of primary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.Q4\",\"MICS: Primary completion rate. Quintile 4\",\"Primary completion rate. Quintile 4 is the total number of quintile 4 students of any age in the last grade of primary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.Q5\",\"MICS: Primary completion rate. Quintile 5\",\"Primary completion rate. Quintile 5 is the total number of quintile 5 students of any age in the last grade of primary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.R\",\"MICS: Primary completion rate. Rural\",\"Primary completion rate. Rural is the total number of rural students of any age in the last grade of primary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.PCR.U\",\"MICS: Primary completion rate. Urban\",\"Primary completion rate. Urban is the total number of urban students of any age in the last grade of primary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of primary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR\",\"MICS: Secondary completion rate\",\"Secondary completion rate is the total number of students of any age in last grade of secondary school, minus the number of repeaters in that grade, divided by the number of children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.F\",\"MICS: Secondary completion rate. Female\",\"Secondary completion rate. Female is the total number of female students of any age in last grade of secondary school, minus the number of female repeaters in that grade, divided by the number of female children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.M\",\"MICS: Secondary completion rate. Male\",\"Secondary completion rate. Male is the total number of male students of any age in last grade of secondary school, minus the number of male repeaters in that grade, divided by the number of male children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.Q1\",\"MICS: Secondary completion rate. Quintile 1\",\"Secondary completion rate. Quintile 1 is the total number of quintile 1 students of any age in last grade of secondary school, minus the number of quintile 1 repeaters in that grade, divided by the number of quintile 1 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.Q2\",\"MICS: Secondary completion rate. Quintile 2\",\"Secondary completion rate. Quintile 2 is the total number of quintile 2 students of any age in last grade of secondary school, minus the number of quintile 2 repeaters in that grade, divided by the number of quintile 2 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.Q3\",\"MICS: Secondary completion rate. Quintile 3\",\"Secondary completion rate. Quintile 3 is the total number of quintile 3 students of any age in last grade of secondary school, minus the number of quintile 3 repeaters in that grade, divided by the number of quintile 3 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.Q4\",\"MICS: Secondary completion rate. Quintile 4\",\"Secondary completion rate. Quintile 4 is the total number of quintile 4 students of any age in last grade of secondary school, minus the number of quintile 4 repeaters in that grade, divided by the number of quintile 4 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.Q5\",\"MICS: Secondary completion rate. Quintile 5\",\"Secondary completion rate. Quintile 5 is the total number of quintile 5 students of any age in last grade of secondary school, minus the number of quintile 5 repeaters in that grade, divided by the number of quintile 5 children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.R\",\"MICS: Secondary completion rate. Rural\",\"Secondary completion rate. Rural is the total number of rural students of any age in last grade of secondary school, minus the number of rural repeaters in that grade, divided by the number of rural children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.SCR.U\",\"MICS: Secondary completion rate. Urban\",\"Secondary completion rate. Urban is the total number of urban students of any age in last grade of secondary school, minus the number of urban repeaters in that grade, divided by the number of urban children of official graduation age. The completion rate can exceed 100 percent if there are many overage students in the last grade of secondary school.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12\",\"MICS: Transition rate. Primary to Secondary\",\"Transition rate. Primary to Secondary is the proportion of pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.F\",\"MICS: Transition rate. Primary to Secondary. Female\",\"Transition rate. Primary to Secondary. Female is the proportion of female pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.M\",\"MICS: Transition rate. Primary to Secondary. Male\",\"Transition rate. Primary to Secondary. Male is the proportion of male pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.Q1\",\"MICS: Transition rate. Primary to Secondary. Quintile 1\",\"Transition rate. Primary to Secondary. Quintile 1 is the proportion of quintile 1 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.Q2\",\"MICS: Transition rate. Primary to Secondary. Quintile 2\",\"Transition rate. Primary to Secondary. Quintile 2 is the proportion of quintile 2 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.Q3\",\"MICS: Transition rate. Primary to Secondary. Quintile 3\",\"Transition rate. Primary to Secondary. Quintile 3 is the proportion of quintile 3 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.Q4\",\"MICS: Transition rate. Primary to Secondary. Quintile 4\",\"Transition rate. Primary to Secondary. Quintile 4 is the proportion of quintile 4 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.Q5\",\"MICS: Transition rate. Primary to Secondary. Quintile 5\",\"Transition rate. Primary to Secondary. Quintile 5 is the proportion of quintile 5 pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.R\",\"MICS: Transition rate. Primary to Secondary. Rural\",\"Transition rate. Primary to Secondary. Rural is the proportion of rural pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.TR.12.U\",\"MICS: Transition rate. Primary to Secondary. Urban\",\"Transition rate. Primary to Secondary. Urban is the proportion of urban pupils in the last grade of primary who transition to the first grade of secondary the following school year.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519\",\"MICS: Average years of schooling by age group. Age 15-19\",\"Average years of schooling by age group. Age 15-19 is the number of years of formal schooling received, on average, by the population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.F\",\"MICS: Average years of schooling by age group. Age 15-19. Female\",\"Average years of schooling by age group. Age 15-19. Female is the number of years of formal schooling received, on average, by the female population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.M\",\"MICS: Average years of schooling by age group. Age 15-19. Male\",\"Average years of schooling by age group. Age 15-19. Male is the number of years of formal schooling received, on average, by the male population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.Q1\",\"MICS: Average years of schooling by age group. Age 15-19. Quintile 1\",\"Average years of schooling by age group. Age 15-19. Quintile 1 is the number of years of formal schooling received, on average, by the quintile 1 population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.Q2\",\"MICS: Average years of schooling by age group. Age 15-19. Quintile 2\",\"Average years of schooling by age group. Age 15-19. Quintile 2 is the number of years of formal schooling received, on average, by the quintile 2 population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.Q3\",\"MICS: Average years of schooling by age group. Age 15-19. Quintile 3\",\"Average years of schooling by age group. Age 15-19. Quintile 3 is the number of years of formal schooling received, on average, by the quintile 3 population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.Q4\",\"MICS: Average years of schooling by age group. Age 15-19. Quintile 4\",\"Average years of schooling by age group. Age 15-19. Quintile 4 is the number of years of formal schooling received, on average, by the quintile 4 population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.Q5\",\"MICS: Average years of schooling by age group. Age 15-19. Quintile 5\",\"Average years of schooling by age group. Age 15-19. Quintile 5 is the number of years of formal schooling received, on average, by the quintile 5 population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.R\",\"MICS: Average years of schooling by age group. Age 15-19. Rural\",\"Average years of schooling by age group. Age 15-19. Rural is the number of years of formal schooling received, on average, by the rural population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.1519.U\",\"MICS: Average years of schooling by age group. Age 15-19. Urban\",\"Average years of schooling by age group. Age 15-19. Urban is the number of years of formal schooling received, on average, by the urban population of the given age group.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN\",\"MICS: Gini coefficient of average years of schooling. Age 15+\",\"Gini coefficient of average years of schooling. Age 15+ measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.F\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Female\",\"Gini coefficient of average years of schooling. Age 15+. Female measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.M\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Male\",\"Gini coefficient of average years of schooling. Age 15+. Male measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.Q1\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 1\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 1 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.Q2\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 2\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 2 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.Q3\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 3\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 3 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.Q4\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 4\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 4 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.Q5\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Quintile 5\",\"Gini coefficient of average years of schooling. Age 15+. Quintile 5 measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.R\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Rural\",\"Gini coefficient of average years of schooling. Age 15+. Rural measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HH.MICS.YRS.15UP.GIN.U\",\"MICS: Gini coefficient of average years of schooling. Age 15+. Urban\",\"Gini coefficient of average years of schooling. Age 15+. Urban measures the degree of inequality in years of schooling in a society. It is calculated similarly to the Gini coefficient of income or wealth. Results range from 0 to 100 with 0 indicating perfect equality and 100 indicating perfect inequality.\",\"Education Statistics\",\"World Bank staff calculations based on Multiple Indicator Cluster Survey (MICS) data\"\n\"HMUV\",\"MUV 2010=100\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"HOU.ELC.ACSN.ZS\",\"Household Access to Electricity: Total (in % of total household)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.H2O.ACSN.ZS\",\"Household Access to Safe Water (in % of total household)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.MLT.MAIN.ZS\",\"Household Access to Fixed Line Phone Connection (in % of total Household)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"HOU.STA.ACSN.ZS\",\"Household Access to safe Sanitation (in % of total Household)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.XPD.EDU.PC.CR\",\"Monthly Per Capita Household Education Expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.XPD.HE.PC.CR\",\"Monthly Per Capita Household Health Expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.XPD.PC.CR\",\"Household per capita expenditure (in IDR)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"HOU.XPD.TOTL.20POOR.CR\",\"Monthly Per Capita TOTAL Household Expenditure for The Poorest 20 percent (in IDR)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"i_acc_deposit_A1\",\"Deposit accounts per 1,000 adults\",\"Denotes the total number of deposit accounts that are held by resident nonfinancial corporations (public and private) and households in commercial banks for every 1,000 adults in the reporting country. For several countries, however, data cover the total \",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_acc_deposit_A1_sme\",\"SME deposit accounts (as a % of non-financial corporation borrowers)\",\"Denotes the total number of deposit accounts in commercial banks held by SMEs as a fraction of the total number of deposit accounts in commercial banks held by non-financial corporations. Calculated as: (number of deposit accounts by SMEs with commercial \",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_acc_loan_A1\",\"Outstanding loans per 1,000 adults\",\"Denotes the total number of loan accounts that are obtained by resident nonfinancial corporations (public and private) and households from commercial banks for every 1,000 adults in the reporting country. For several countries, however, data cover the tot\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_acc_loan_A1_sme\",\"SME loan accounts (as a % of non-financial corporation borrowers)\",\"Denotes the total number of loans obtained by SMEs from a commercial bank as a fraction of the total loans obtained by non-financial corporations from commercial banks. Calculated as: (number of loan accounts by SMEs with commercial banks)/(number of loan\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_ATMs_pop\",\"ATMs per 100,000 adults\",\"Denotes the total number of ATMs for every 100,000 adults in the reporting country. Calculated as (number of ATMs)*100,000/adult population in the reporting country. Automated teller machines are computerized telecommunications devices that provide client\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_branches_pop_A1\",\"Branches per 100,000 adults\",\"Denotes the number of branches of commercial banks for every 1,000 squared kilometers in the reporting country. Calculated as (number of institutions + number of branches)*1,000/land area of the reporting country in square kilometers.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_mob_agent_pop_registered\",\"Mobile agent outlets per 100,000 adults\",\"Denotes the number of registered mobile agent outlets per 100,000 adults\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"i_mob_transactions_number\",\"Mobile money transactions per 100,000 adults\",\"Denotes the number of mobile money transactions per 100,000 adults.\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"IAGRICULTURE\",\"Agriculture, 2000=100, current$\",\"Agriculture index includes beverages, food and agricultural raw materials.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IBEVERAGES\",\"Agr: Beverages, 2000=100, current$\",\"Beverages index includes cocoa, coffee and tea.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IBP.OBI.XQ\",\"Open Budget Index Overall Country Score\",\"Open Budget Index scores countries from zero to 100, based on a subset of 91 questions from the questionnaire. These questions focus on the public availability of eight key budget documents (with a particular emphasis on the Executive’s Budget Proposal), and on the information they contain. A score of 81-100 indicates that a given country provides extensive information in its budget documents, a score of 61-80 indicates significant information, 41-60 indicates some information, 21-40 indicates minimal information, and zero-20 indicates scant or no information.\",\"Africa Development Indicators\",\"http://www.openbudgetindex.org\"\n\"IC.BUS.DFRN.XQ\",\"Distance to frontier score (0=lowest performance to 100=frontier)\",\"Distance to frontier score illustrates the distance of an economy to the \\\"frontier,\\\" which represents the best performance observed on each Doing Business topic across all economies and years included since 2005. An economy's distance to frontier is indicated on a scale from 0 to 100, where 0 represents the lowest performance and 100 the frontier. For example, a score of 75 in 2012 means an economy was 25 percentage points away from the frontier constructed from the best performances across all economies and across time. A score of 80 in 2013 would indicate the economy is improving.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.DIR.XQ\",\"Protecting investors, director liability index\",\"Director liability index measures a plaintiff’s ability to hold directors of firms liable for damages to the company, that is, measures the strength of minority shareholder protections against directors’ misuse of corporate assets for personal gain. The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders’ ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.DISC.XQ\",\"Business extent of disclosure index (0=less disclosure to 10=more disclosure)\",\"Disclosure index measures the extent to which investors are protected through disclosure of ownership and financial information. The index ranges from 0 to 10, with higher values indicating more disclosure.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.EASE.XQ\",\"Ease of doing business index (1=most business-friendly regulations)\",\"Ease of doing business ranks economies from 1 to 189, with first place being the best. A high ranking (a low numerical rank) means that the regulatory environment is conducive to business operation. The index averages the country's percentile rankings on 10 topics covered in the World Bank's Doing Business. The ranking on each topic is the simple average of the percentile rankings on its component indicators.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.INVS.XQ\",\"Protecting investors, investor protection index\",\"Protecting investors disclosure index measures the degree to which investors are protected through disclosure of ownership and financial information. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.NDNS.ZS\",\"New business density (new registrations per 1,000 people ages 15-64)\",\"New businesses registered are the number of new limited liability corporations registered in the calendar year.\",\"World Development Indicators\",\"World Bank's Entrepreneurship Survey and database (http://econ.worldbank.org/research/entrepreneurship).\"\n\"IC.BUS.NREG\",\"New businesses registered (number)\",\"New businesses registered are the number of new limited liability corporations registered in the calendar year.\",\"World Development Indicators\",\"World Bank's Entrepreneurship Survey and database (http://econ.worldbank.org/research/entrepreneurship).\"\n\"IC.BUS.SHR.XQ\",\"Protecting investors, shareholder suits index\",\"Doing Business measures the strength of minority shareholder protections against directors’ misuse of corporate assets for personal gain. The indicators distinguish 3 dimensions of investor protection: transparency of transactions (extent of disclosure index), liability for self-dealing (extent of director liability index) and shareholders’ ability to sue officers and directors for misconduct (ease of shareholder suits index). The data come from a survey of corporate lawyers and are based on company laws, court rules of evidence and securities regulations. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.BUS.XQ\",\"Protecting investors (rank)\",\"This index averages the country's percentile rankings on: disclosure Index\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CLS.COST.EST.ZS\",\"Closing a business, cost (% of estate)\",\"The cost of the proceedings is recorded as a percentage of the estate’s value. The cost is calculated on the basis of survey responses by insolvency practitioners and includes court fees as well as fees of insolvency practitioners, independent assessors, lawyers and accountants. Respondents provide cost estimates from among the following options: less than 2%, 2–5%, 5–8%, 8–11%, 11–18%, 18–25%, 25–33%, 33–50%, 50–75% and more than 75% of the value of the business estate. This is the cost of the bankruptcy proceedings. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CLS.DURS\",\"Closing a business, time (years)\",\"Time is recorded in calendar years. Information is collected on the sequence of procedures and on whether any procedures can be carried out simultaneously. Potential delay tactics by the parties, such as the filing of dilatory appeals or requests for extension, are taken into consideration. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CLS.REC.CD\",\"Closing a business, recovery rate (cents on the dollar)\",\"The recovery rate is recorded as cents on the dollar recouped by creditors through the bankruptcy or insolvency proceedings. The calculation takes into account whether the business emerges from the proceedings as a going concern as well as costs and the loss in value due to the time spent closing down. If the business keeps operating, no value is lost on the initial claim, set at 100 cents on the dollar. If it does not, the initial 100 cents on the dollar are reduced to 70 cents on the dollar. Then the official costs of the insolvency procedure are deducted (1 cent for each percentage of the initial value). Finally, the value lost as a result of the time the money remains tied up in insolvency proceedings is taken into account, including the loss of value due to depreciation of the hotel furniture. Consistent with international accounting practice, the depreciation rate for furniture is taken to be 20%. The furniture is assumed to account for a quarter of the total value of assets. The recovery rate is the present value of the remaining proceeds, based on end-2006 lending rates from the International Monetary Fund’s International Financial Statistics, supplemented with data from central banks. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CLS.XQ\",\"Closing a business (rank)\",\"This index averages the country's percentile rankings on: time, cost (% of estate) and recovery rate (cents on the dollar), giving equal weight to each topic. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CNS.CORR.ZS\",\"Corruption (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked corruption as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.CRIM.ZS\",\"Crime (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked crime, theft, and disorder as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.ELEC.ZS\",\"Electricity (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked electricity as a major or severe constraint.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.FINA.ZS\",\"Finance (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked access to finance or cost of finance as a major or very severe constraint.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.GEN.ZS\",\"Firms that share or own their own generator (% of firms)\",\"Firms that share or own their own generator is the percentage of firms that responded “Yes” to the following question: “Does your establishment own or share a generator?” . For survey data collected in 2006 and 2007, this indicator is computed for the ma\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.IMP.DURS\",\"Days to Obtain Import License\",\"The average wait, in days, experienced to obtain operating license from the day the establishment applied for it to the day it was granted. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.INFM.ZS\",\"Practices Informal Sector (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked chose practices informal sector as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LAND.ZS\",\"Access to Land (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked access to land as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LBRG.ZS\",\"Labor regulations (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked labor regulations as a major or severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LBSK.ZS\",\"Labor skills (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked skills of available workers as a major or severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LEGL.ZS\",\"Courts (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked courts and dispute resolution systems as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LIC.ZS\",\"Licenses & Permits (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked licenses and permits as a major or severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.LOSS.ZS\",\"Losses Due to Theft, Robbery, Vandalism, and Arson Against the Firm (% of Sales)\",\"Estimated losses as a result of theft, robbery, vandalism or arson that occurred on establishment’s premises calculated as a percentage of annual sales. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.PER.DURS\",\"Days to Obtain Construction-related Permit\",\"Average wait, in days, experienced to obtain construction-related permit from the day the establishment applied for it to the day it was granted. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.POLC.ZS\",\"Policy uncertainty (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked economic and regulatory policy uncertainty as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.TAXAD.ZS\",\"Tax administration (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked tax administration as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.TAXR.ZS\",\"Tax rates (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked tax rates as a major or very severe constraint.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.TRAD.ZS\",\"Customs & trade regulations (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked customs and trade regulations as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CNS.TRSP.ZS\",\"Transportation (% of managers surveyed ranking this as a major constraint)\",\"Is the share of senior managers who ranked transport as a major or very severe constraint. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). \"\n\"IC.CON.GIFT.ZS\",\"Expected to give gifts to get a Construction Permit (% of firms)\",\" Percentage of firms expected to give gifts or an informal payment to get a construction permit. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CRD.INFO.XQ\",\"Depth of credit information index (0=low to 8=high)\",\"Depth of credit information index measures rules affecting the scope, accessibility, and quality of credit information available through public or private credit registries. The index ranges from 0 to 8, with higher values indicating the availability of more credit information, from either a public registry or a private bureau, to facilitate lending decisions.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CRD.LGL.XQ\",\"Getting credit, legal rights index\",\"The strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CRD.PRVT.ZS\",\"Private credit bureau coverage (% of adults)\",\"Private credit bureau coverage reports the number of individuals or firms listed by a private credit bureau with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CRD.PUBL.ZS\",\"Public credit registry coverage (% of adults)\",\"Public credit registry coverage reports the number of individuals and firms listed in a public credit registry with current information on repayment history, unpaid debts, or credit outstanding. The number is expressed as a percentage of the adult population.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CRD.XQ\",\"Getting credit (rank)\",\"This index ranks economies from 1 to N (number of economies varies by year), with first place being the best. This index averages (a) Legal Rights Index, which measures the degree to which collateral and bankruptcy laws facilitate lending, (b) a Credit Information Index, which measures rules affecting the scope, access, and quality of credit information, (c) public credit registry coverage, and (d) private credit bureau coverage, giving equal weight to each topic. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.CUS.DURS.EX\",\"Average time to clear exports through customs (days)\",\"Average time to clear exports through customs is the average number of days to clear direct exports through customs.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.CUS.DURS.IM\",\"Average time to clear imports from customs (days)\",\"\\\"Average time to clear imports through customs is the average number of days to clear imports through customs.\\n For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.DCP.COST\",\"Cost to build a warehouse (% of income per capita)\",\"The cost for a business in the construction industry to build a standardized warehouse is recorded by this indicator and expressed as a percentage of the gross national income (GNI) per capita. Only official costs are recorded. The building code, information from local experts, and specific regulations and fee schedules are used as sources for costs.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses/).\"\n\"IC.DCP.PROC\",\"Procedures required to build a warehouse (number)\",\"The number of procedures required for a business in the construction industry to build a standardized warehouse is recorded by this indicator. Steps may include: (1) submitting relevant documents and obtaining necessary clearances, licenses, permits, and certificates; (2) completing required notifications and receiving necessary inspections; (3) obtaining utility connections for electricity, water, sewerage, and phone services; and (4) registering the warehouse after its completion. Interactions between company employees are not counted as procedures. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses/).\"\n\"IC.DCP.TIME\",\"Time required to build a warehouse (days)\",\"The time (in calendar days) required to build a warehouse—including obtaining necessary licenses and permits, completing required notifications and inspections, and obtaining utility connections—is measured by this indicator. Information is collected from experts in construction licensing. If a procedure can be accelerated legally for an additional cost, the fastest procedure is chosen. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses/).\"\n\"IC.DMKT.BRK.ZS\",\"Products shipped to supply domestic markets lost due to breakage or spoilage (%)\",\"Percentage of products shipped to supply domestic markets lost due to breakage or spoilage.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.DMKT.LOSS.ZS\",\"Products shipped to supply domestic markets lost due to theft (%)\",\"Losses of the products shipped to supply domestic markets while in transit because of theft (computed as percentage of the consignment values). For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). \"\n\"IC.EC.COST\",\"Cost to enforce a contract (% of claim) \",\"This indicator records the cost to resolve a sale of goods dispute in local courts. It is expressed as a percentage of the claim, which is assumed to be equivalent to 200% of income per capita. No bribes are recorded. Three types of costs are recorded: court costs (including expert fees), enforcement costs, and average attorney fees. The data are collected through studying the codes of civil procedure and other court regulations as well as surveying local litigation lawyers (and, in a quarter of the countries, judges as well). Source: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts/).\"\n\"IC.EC.PROC\",\"Procedures required to enforce a contract (number)\",\"This indicator measures the number of procedures required to resolve a sale of goods dispute in local courts. It includes steps to file the case, to go through the trial and judgment, and to enforce the judgment. The data are collected through studying the codes of civil procedure and other court regulations as well as surveying local litigation lawyers (and, in a quarter of the countries, judges as well). Source: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts/).\"\n\"IC.EC.TIME\",\"Time required to enforce a contract (days)\",\"This indicator tracks the time required to resolve a sale of goods dispute in local courts. The number of calendar days is recorded from the moment a plaintiff files a lawsuit until payment is made. This includes both the days when actions take place and the waiting periods between. The data are collected through studying the codes of civil procedure and other court regulations as well as surveying local litigation lawyers (and, in a quarter of the countries, judges as well). \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts).\\n\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/EnforcingContracts/).\"\n\"IC.ELC.DURS\",\"Delay in obtaining an electrical connection (days)\",\"Delay in obtaining an electrical connection is the average wait, in days, experienced to obtain an electrical connection from the day an establishment applies for it to the day it receives the service.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ELC.GEN.ZS\",\"Electricity from Generator (%)\",\"Percentage of electricity supplied from a generator or generators that the establishment owned or shared. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ELC.GIFT.ZS\",\"Expected to give gifts to get an electrical connection (% of firms)\",\"Percentage of firms expected to give gifts or an informal payment to get an electrical connection. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ELC.OUTG\",\"Power outages in firms in a typical month (number)\",\"Power outages are the average number of power outages that establishments experience in a typical month.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ELC.OUTG.HR\",\"Average duration of power outages (hours)\",\"Average number of hours of power outages. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ELC.TIME\",\"Time required to get electricity (days)\",\"Time required to get electricity is the number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.ELEC.COST.PC.ZS\",\"Cost to get electricity connection (% of income per capita)\",\"The cost is recorded as a percentage of the economy’s income per capita. Costs are recorded exclusive of value added tax.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.ELEC.PROC\",\"Procedures required to get electricity (number)\",\"The number of procedures to obtain a permanent electricity connection. A procedure is defined as any interaction of the company employees or the company’s main electrician with external parties.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.ELEC.TIME\",\"Time required to get electricity (days)\",\"The number of days to obtain a permanent electricity connection. The measure captures the median duration that the electricity utility and experts indicate is necessary in practice, rather than required by law, to complete a procedure.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.ELEC.XQ\",\"Getting electricity (rank)\",\"This index averages the country's percentile rankings on the challenges required for a business to obtain a permanent electricity connection for a newly constructed warehouse. Included are the number of steps, time, and cost.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.EMPL.FTRNG.ZS\",\"Employees offered formal training (%)\",\"Percentage of workers offered formal training. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.EXP.COST.CD\",\"Cost to export (US$ per container)\",\"Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded. Several assumptions are made for the business surveyed: Has 60 or more employees; Is located in the country's most populous city; Is a private, limited liability company. It does not operate within an export processing zone or an industrial estate with special export or import privileges; Is domestically owned with no foreign ownership; Exports more than 10% of its sales. Assumptions about the traded goods: The traded product travels in a dry-cargo, 20-foot, full container load. The product: Is not hazardous nor does it include military items; Does not require refrigeration or any other special environment; Does not require any special phytosanitary or environmental safety standards other than accepted international standards.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.EXP.COST.EXP\",\"Trade: Cost to export (US$ per container)\",\"This indicator calculates the cost of exporting a standardized shipment of goods by ocean transport, expressed in U.S. dollars per container. Local freight forwarders, shipping lines, customs brokers, port officials, and banks provide information on the cost of each export procedure.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\"\n\"IC.EXP.COST.IMP\",\"Trade: Cost to import (US$ per container)\",\"This indicator calculates the cost of importing a standardized shipment of goods by ocean transport—from the vessel’s arrival at a port of entry to the cargo’s delivery to a warehouse—expressed in U.S. dollars per container. Local freight forwarders, shipping lines, customs brokers, port officials, and banks provide information on the cost of each import procedure.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\"\n\"IC.EXP.DOCS\",\"Documents to export (number)\",\"All documents required per shipment to export goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.EXP.DOCS.IMP\",\"Trade: Documents to import (number)\",\"All documents required to import a standardized shipment of goods by ocean transport—from the vessel’s arrival at a port of entry to the cargo’s delivery to a warehouse—are recorded by this indicator. Local freight forwarders, shipping lines, customs brokers, port officials, and banks provide information on required documents.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\"\n\"IC.EXP.DURS\",\"Time to export (days)\",\"Time to export is the time necessary to comply with all procedures required to export goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.EXP.TIME.EXP\",\"Trade: Time to export (day)\",\"This indicator calculates the average number of days it takes to comply with all procedures required to export goods. Local freight forwarders, shipping lines, customs brokers, port officials, and banks provide information on the time to complete each procedure.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\"\n\"IC.EXP.TIME.IMP\",\"Trade: Time to import (days)\",\"This indicator calculates the average number of days it takes to comply with all procedures required to import goods—from the vessel’s arrival at a port of entry to the cargo’s delivery to a warehouse. Local freight forwarders, shipping lines, customs brokers, port officials, and banks provide information on the time to complete each procedure.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/TradingAcrossBorders/).\"\n\"IC.FRM.ACC.ZS\",\"Firms with a Checking or Savings Account (% of firms)\",\"Percentage of firms with a checking and/or savings account.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.AGE.YR\",\"Age of firm (years)\",\"Age of the firm based on the year in which the firm began operations.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.AUDIT.ZS\",\"Firms with annual Financial Statement reviewed by External Auditor (% of firms)\",\"Percentage of firms with their annual financial statement reviewed by an external auditor.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.BKWC.ZS\",\"Firms using banks to finance working capital (% of firms) \",\"Firms using banks to finance working capital are the percentage of firms using bank loans to finance working capital.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.BNKS.ZS\",\"Firms using banks to finance investment (% of firms)\",\"Firms using banks to finance investment are the percentage of firms using banks to finance investments.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.BRIB.ZS\",\"Bribery incidence (% of firms experiencing at least one bribe payment request)\",\"Bribery incidence is the percentage of firms experiencing at least one bribe payment request across 6 public transactions dealing with utilities access, permits, licenses, and taxes.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.CMPU.ZS\",\"Firms competing against unregistered firms (% of firms)\",\"Firms competing against unregistered firms are the percentage of firms competing against unregistered or informal firms.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.COMP.ZS\",\"Firms identifying practices of competitors in the Informal Sector as a major constraint (% of firms)\",\"Percentage of firms identifying practices of competitors in the informal sector as a \\\"major\\\" or \\\"very severe\\\" obstacle.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.COR.ZS\",\"Firms identifying corruption as a major constraint (% of firms)\",\"Percentage of firms identifying corruption as a \\\"major\\\" or \\\"very severe\\\" obstacle.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.CORR.CORR1\",\"Percent of firms expected to give gifts in meetings with tax officials\",\"Percent of firms expected to give gifts or an informal payment in meetings with tax officials. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR10\",\"Percent of firms expected to give gifts to get an operating license\",\"Percent of firms expected to give gifts or an informal payment to get an operating license. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR11\",\"Percent of firms identifying corruption as a major constraint\",\"Percent of firms identifying corruption as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR2\",\"Percent of firms expected to give gifts to secure government contract\",\"Percent of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR3\",\"Value of gift expected to secure a government contract (% of contract value)\",\"Percentage of the contract value expected as a gift to secure a government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR4\",\"Percent of firms expected to give gifts to public officials \\\"to get things done\\\" \",\"Percent of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to \\\"get things done” with regard to customs, taxes, licenses, regulations, services, etc. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR6\",\"Percent of firms expected to give gifts to get an electrical connection\",\"Percent of firms expected to give gifts or an informal payment to get an electrical connection. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR7\",\"Percent of firms expected to give gifts to get a water connection\",\"Percent of firms expected to give gifts or an informal payment to get a water connection. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR8\",\"Percent of firms expected to give gifts to get a construction permit\",\"Percent of firms expected to give gifts or an informal payment to get a construction permit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CORR9\",\"Percent of firms expected to give gifts to get an import license \",\"Percent of firms expected to give gifts or an informal payment to get an import license. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.CRIME9\",\"Percent of firms identifying the courts system as a major constraint \",\"Percent of firms identifying the courts system as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.GRAFT2\",\"Bribery index (% of gift or informal payment requests during public transactions)\",\"Bribery index is the percentage of gift or informal payment requests during 6 infrastructure, permits and licences, and tax transactions. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/corruption).\"\n\"IC.FRM.CORR.ZS\",\"Informal payments to public officials (% of firms)\",\"Informal payments to public officials are the percentage of firms expected to make informal payments to public officials to \\\"get things done\\\" with regard to customs, taxes, licenses, regulations, services, and the like.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.COST.PC.ZS\",\"Dealing with construction permits, cost (% of income per capita)\",\"Cost is recorded as a percentage of the economy’s income per capita. Only official costs are recorded. All the fees associated with completing the procedures to legally build a warehouse are recorded, including those associated with obtaining land use approvals and preconstruction design clearances; receiving inspections before, during and after construction; getting utility connections; and registering the warehouse property. Nonrecurring taxes required for the completion of the warehouse project also are recorded. The building code, information from local experts and specific regulations and fee schedules are used as sources for costs. If several local partners provide different estimates, the median reported value is used.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.FRM.CRD.ZS\",\"Firms with Line of Credit or Loans from Financial Institutions (% of firms)\",\"Percentage of firms with bank loans or line of credit.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.CRIM.ZS\",\"Losses due to theft, robbery, vandalism, and arson (% sales)\",\"Losses due to theft, robbery, vandalism, and arson are the estimated losses from those causes that occurred on establishments' premises as a percentage of annual sales.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.CRM.CRIME1\",\"Percent of firms paying for security\",\"Percent of firms paying for security, for example equipment, personnel, or professional security services. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME2\",\"Security costs (% of annual sales)\",\"Security costs, for example equipment, personnel, or professional security services, as a percentage of total annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME2_C\",\"If the establishment pays for security, average security costs (% of annual sales)\",\"If the establishment pays for security, for example equipment, personnel, or professional security services, the average security costs as a percentage of total annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME3\",\"Losses due to theft and vandalism against the firm (% of annual sales)\",\"Losses as a result of theft, robbery, vandalism or arson that occurred on the establishment’s premises calculated as a percentage of annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME3_C\",\"If there were losses, average losses due to theft and vandalism (% of annual sales)\",\"If there were losses, average losses as a result of theft, robbery, vandalism or arson that occurred on the establishment’s premises calculated as a percentage of annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME5\",\"Products shipped to supply domestic markets that were lost due to theft (% of product value)\",\"Products shipped to supply domestic markets that were lost due to theft, as a percentage of total product value. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRM.CRIME8\",\"Percent of firms identifying crime, theft and disorder as a major constraint \",\"Percent of firms identifying crime, theft and disorder as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/crime).\"\n\"IC.FRM.CRT.ZS\",\"Believing the court system is fair, impartial and uncorrupted (% of firms identifying this as a major contraint)\",\"Percentage of firms believing the court system is fair, impartial and uncorrupted as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.CUS.ZS\",\"Firms that trade identifying customs & trade regulations as a major constraint (% of firms)\",\"Percentage of firms that trade identifying customs & trade regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.DURS\",\"Time required to obtain an operating license (days)\",\"Time required to obtain operating license is the average wait to obtain an operating license from the day the establishment applied for it to the day it was granted.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.ELEC.ZS\",\"Electricity (% of firms identifying this as a major constraint)\",\"Percentage of firms identifying corruption as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EMAIL.ZS\",\"Firms using email to communicate with clients/suppliers (% of firms)\",\"Percentage of firms using the email for communication with clients or suppliers. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EMPL.PERM\",\"Average number of permanent, full time employees\",\"Average number of permanent, full time workers.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EMPL.SKILL\",\"Average number of skilled production employees\",\"Average number of skilled production workers\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EMPL.TEMP\",\"Average number of seasonal/temporary, full-time employees\",\"Average number of temporary workers.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EMPL.UNSKILL\",\"Average number of unskilled production workers\",\"Average number of unskilled production workers. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.EXP.ZS\",\"Exporter firms (% of firms)\",\"Percentage of firms that export directly or indirectly.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FCHAR.CAR1\",\"Age of the establishment (years)\",\"Age of the establishment in years. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.CAR2\",\"Proportion of private domestic ownership in a firm (%)\",\"Percentage of private domestic ownership in a firm. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.CAR3\",\"Proportion of private foreign ownership in a firm (%)\",\"Percentage of private foreign ownership in a firm. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.CAR4\",\"Proportion of government/state ownership in a firm (%)\",\"Percentage of government/state ownership in a firm. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.CAR6\",\"Proportion of a firm held by the largest owner(s) (%)\",\"Percentage of a firm held by the largest owner(s). Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.LFORM1\",\"Percent of firms with legal status of publicly listed company\",\"Percent of firms with legal status of publicly listed company Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.LFORM2\",\"Percent of firms with legal status of privately held Limited Liability Company \",\"Percent of firms with legal status of privately held Limited Liability Company Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.LFORM3\",\"Percent of firms with legal status of Sole Proprietorship\",\"Percent of firms with legal status of Sole Proprietorship Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.LFORM4\",\"Percent of firms with legal status of Partnership\",\"Percent of firms with legal status of Partnership Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FCHAR.LFORM5\",\"Percent of firms with legal status of Limited Partnership\",\"Percent of firms with legal status of Limited Partnership Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.FEMM.ZS\",\"Firms with female top manager (% of firms)\",\"Firms with female top manager refers to the percentage of firms in the private sector who have females as top managers. Top manager refers to the highest ranking manager or CEO of the establishment. This person may be the owner if he/she works as the manager of the firm. The results are based on surveys of more than 100,000 private firms.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FEMO.ZS\",\"Firms with female participation in ownership (% of firms)\",\"Firms with female participation in ownership are the percentage of firms with a woman among the principal owners.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FEMW.ZS\",\"Full time female workers (%)\",\"Percentage of full-time workers that are female.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FIN.FIN1\",\"Proportion of investment financed internally (%)\",\"Proportion of purchases of fixed assets that was financed from internal funds/retained earnings. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN10\",\"Value of collateral needed for a loan (% of the loan amount)\",\"Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN11\",\"Proportion of loans requiring collateral (%)\",\"Proportion of loans requiring collateral in order to get the financing. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN12\",\"Percent of firms using banks to finance investments\",\"Percent of firms using banks to finance purchases of fixed assets. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN13\",\"Percent of firms using banks to finance working capital\",\"Percent of firms using banks to finance working capital. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN14\",\"Percent of firms with a bank loan/line of credit\",\"Percent of firms with a bank loan/line of credit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN15\",\"Percent of firms with a checking or savings account\",\"Percent of firms with a checking or savings account. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN16\",\"Percent of firms identifying access to finance as a major constraint\",\"Percent of firms identifying access to finance as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN18\",\"Proportion of sales sold on credit (%)\",\"Percentage of total annual sales of goods or services sold on credit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN2\",\"Proportion of investment financed by banks (%)\",\"Proportion of purchases of fixed assets that was financed from bank loans. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN20\",\"Percent of firms not needing a loan\",\"Percent of firms that did not apply for a loan in the last fiscal year because they did not need a loan. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN21\",\"Percent of firms whose recent loan application was rejected\",\"Percent of firms whose recent loan application was rejected. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN3\",\"Proportion of investment financed by supplier credit (%)\",\"Proportion of purchases of fixed assets that was financed by supplier credit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN4\",\"Proportion of investment financed by equity or stock sales (%)\",\"Proportion of purchases of fixed assets that was financed by owners’ contribution or issue of new equity shares. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN5\",\"Proportion of investment financed by other financing (%)\",\"Proportion of purchases of fixed assets that was financed by other sources, i.e. moneylenders, friends, relatives, bonds, etc. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN7\",\"Proportion of working capital financed by banks (%)\",\"Proportion of working capital that was financed from bank loans. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN8\",\"Proportion of working capital financed by supplier credit (%)\",\"Proportion of working capital that was financed by supplier credit. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FIN.FIN9\",\"Proportion of working capital financed by other financing (%)\",\"Proportion of working capital that was financed by other sources, i.e. moneylenders, friends, relatives, bonds, etc. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/finance).\"\n\"IC.FRM.FINA.ZS\",\"Access to finance (% of firms identifying this as a major constraint)\",\"Percentage of firms identifying access/cost of finance as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FINPUT.ZS\",\"Firms that use material inputs and/or supplies of foreign origin\",\"Percentage of firms that use material inputs and/or supplies of foreign origin.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.FREG.ZS\",\"Firms formally registered when operations started (% of firms)\",\"Firms formally registered when operations started are the percentage of firms formally registered when they started operations in the country.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.GEN.GEND1\",\"Percent of firms with female participation in ownership\",\"Percent of firms with female participation in ownership. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\"\n\"IC.FRM.GEN.GEND2\",\"Proportion of permanent full-time workers that are female (%)\",\"Percentage of permanent full-time workers that are female. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\"\n\"IC.FRM.GEN.GEND3\",\"Proportion of permanent full-time non-production workers that are female (%)\",\"Percentage of permanent full-time non-production workers that are female. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\"\n\"IC.FRM.GEN.GEND4\",\"Percent of firms with a female top manager\",\"Percent of firms with a female top manager. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/gender).\"\n\"IC.FRM.INFM.ZS\",\"Firms that do not report all sales for tax purposes (% of firms)\",\"Firms that do not report all sales for tax purposes are the percentage of firms that expressed that a typical firm reports less than 100 percent of sales for tax purposes; such firms are termed \\\"informal firms.\\\"\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.INFOR.INFOR1\",\"Percent of firms competing against unregistered or informal firms\",\"Percent of firms competing against unregistered or informal firms. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\"\n\"IC.FRM.INFOR.INFOR2\",\"Percent of firms identifying practices of competitors in the informal sector as a major constraint \",\"Percent of firms identifying practices of competitors in the informal sector as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\"\n\"IC.FRM.INFOR.INFOR4\",\"Percent of firms formally registered when they started operations in the country\",\"Percent of firms formally registered when they started operations in the country. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\"\n\"IC.FRM.INFOR.INFOR5\",\"Number of years firm operated without formal registration\",\"Number of years firm operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/informality).\"\n\"IC.FRM.INFRA.IN1\",\"Days to obtain an electrical connection (upon application)\",\"The wait, in days, experienced to obtain electrical connection from the day this establishment applied for it to the day it received the service. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN10\",\"Proportion of electricity from a generator (%)\",\"Percentage of electricity supplied from a generator(s) that the establishment owned or shared. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN10_C\",\"If a generator is used, average proportion of electricity from a generator (%)\",\"If a generator is used, the average proportion of electricity from a generator. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN11\",\"Percent of firms identifying transportation as a major constraint\",\"Percent of firms identifying transportation as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN12\",\"Percent of firms identifying electricity as a major constraint\",\"Percent of firms identifying electricity as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN14\",\"Proportion of products lost to breakage or spoilage during shipping to domestic markets (%)\",\"Products lost to breakage or spoilage during shipping to domestic markets, as a percentage of total product value. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN2\",\"Number of electrical outages in a typical month\",\"Number of power outages in a typical month. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN3\",\"Duration of a typical electrical outage (hours)\",\"Duration of a typical power outage, in hours. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN3_C\",\"If there were outages, average duration of a typical electrical outage (hours)\",\"If there were outages, duration of a typical power outage, in hours. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN4\",\"Losses due to electrical outages (% of annual sales)\",\"Losses due to electrical outages, as percentage of total annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN6\",\"Number of water insufficiencies in a typical month\",\"Number of water shortages in a typical month. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRA.IN9\",\"Percent of firms owning or sharing a generator\",\"Percent of firms owning or sharing a generator. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/infrastructure).\"\n\"IC.FRM.INFRM.ZS\",\"Services firms competing against unregistered or informal firms (% of service firms)\",\"Percentage of services firms competing against unregistered or informal firms. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). \"\n\"IC.FRM.INNOV.T1\",\"Percent of firms with an internationally-recognized quality certification\",\"Percent of firms having an internationally-recognized quality certification, i.e. ISO 9000, 9002 or 14000. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.INNOV.T2\",\"Percent of firms with an annual financial statement reviewed by external auditors \",\"Percent of firms with an annual financial statement reviewed by external auditors. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.INNOV.T3\",\"Capacity utilization (%)\",\"Capacity utilization based on the comparison of the current output with the maximum output possible using all the resources available. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.INNOV.T4\",\"Percent of firms using technology licensed from foreign companies\",\"Percent of firms using technology licensed from foreign companies. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.INNOV.T5\",\"Percent of firms having their own Web site\",\"Percent of firms having their own Web site. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.INNOV.T6\",\"Percent of firms using e-mail to interact with clients/suppliers\",\"Percent of firms using e-mail to interact with clients/suppliers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/innovation-and-technology).\"\n\"IC.FRM.ISOC.ZS\",\"Internationally-recognized quality certification (% of firms)\",\"Internationally-recognized quality certification is the percentage of firms having an internationally-recognized quality certification, i.e., International Organization for Standardization (ISO) 9000, 9002 or 14000.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.LBRG.ZS\",\"Labor regulations (% of firms identifying this as a major constraint)\",\"Percentage of firms identifying labor regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.LBSK.ZS\",\"Labor skill level (% of firms identifying this as a major constraint)\",\"Percentage of firms identifying labor skills as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.LIC.ZS\",\"Business Licensing and Permits (% of firms Identifying this as major constraint)\",\"Percentage of firms identifying business licensing and permits as major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.MGR.EXP\",\"Years of experience of the Top Manager working in the firm's sector\",\"Years of experience of the top manager working in the firm's sector.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.OBS.OBST1\",\"Percent of firms choosing access to finance as their biggest obstacle\",\"Percent of firms that chose access to finance as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST10\",\"Percent of firms choosing labor regulations as their biggest obstacle\",\"Percent of firms that chose labor regulations as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST11\",\"Percent of firms choosing political instability as their biggest obstacle\",\"Percent of firms that chose political instability as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST12\",\"Percent of firms choosing practices of the informal sector as their biggest obstacle\",\"Percent of firms that chose practices of the informal sector as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST13\",\"Percent of firms choosing tax administration as their biggest obstacle\",\"Percent of firms that chose tax administration as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST14\",\"Percent of firms choosing tax rates as their biggest obstacle\",\"Percent of firms that chose tax rates as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST15\",\"Percent of firms choosing transportation as their biggest obstacle\",\"Percent of firms that chose transportation as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST2\",\"Percent of firms choosing access to land as their biggest obstacle\",\"Percent of firms that chose access to land as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST3\",\"Percent of firms choosing business licensing and permits as their biggest obstacle\",\"Percent of firms that chose business licensing and permits as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST4\",\"Percent of firms choosing corruption as their biggest obstacle\",\"Percent of firms that chose corruption as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST5\",\"Percent of firms choosing courts as their biggest obstacle\",\"Percent of firms that chose courts as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST6\",\"Percent of firms choosing crime, theft and disorder as their biggest obstacle\",\"Percent of firms that chose crime, theft and disorder as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST7\",\"Percent of firms choosing customs and trade regulations as their biggest obstacle\",\"Percent of firms that chose customs and trade regulations as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST8\",\"Percent of firms choosing electricity as their biggest obstacle\",\"Percent of firms that chose electricity as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OBS.OBST9\",\"Percent of firms choosing inadequately educated workforce as their biggest obstacle\",\"Percent of firms that chose inadequately educated workforce as the biggest obstacle faced by this establishment. (Survey respondents were presented with a list of 15 potential obstacles.) Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/CustomQuery).\"\n\"IC.FRM.OUTG.ZS\",\"Value lost due to electrical outages (% of sales)\",\"Value lost due to electrical outages is the percentage of sales lost due to power outages.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.OWN.GOV.ZS\",\"Enterprise ownership - Government/state (%)\",\"Percentage of government or state ownership in private firms. The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.OWN.PFOR.ZS\",\"Enterprise ownership - Private Foreign (%)\",\"Percentage of foreign ownership in private firms. The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.OWN.PLOC.ZS\",\"Enterprise ownership - Private Domestic (%)\",\"Percentage of domestic ownership in private firms. The ownership variables represent the average ownership composition within a firm. These variables do not represent the ownership composition across firms. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.OWN.ZS\",\"Largest shareholder ownership (%)\",\"Percentage held by largest owner or owners\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.PROC\",\"Dealing with construction, procedures (number)\",\"A procedure is any interaction of the company’s employees or managers with external parties, including government agencies, notaries, the land registry, the cadastre, utility com\\uadpanies, public and private inspectors and technical experts apart from in-house architects and engineers. Interactions between company employees, such as development of the warehouse plans and inspections conducted by employees, are not counted as procedures. Procedures that the company undergoes to connect to electricity, water, sewerage and phone services are included. All procedures that are legally or in practice required for building a warehouse are counted, even if they may be avoided in exceptional cases. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.FRM.REG.BUS1\",\"Days to obtain an import license\",\"The wait, in days, experienced to obtain an import license from the day the establishment applied for it to the day it was granted. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.BUS2\",\"Days to obtain an operating license\",\"The wait, in days, experienced to obtain an operating license from the day the establishment applied for it to the day it was granted. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.BUS3\",\"Days to obtain a construction-related permit\",\"The wait, in days, experienced to obtain a construction-related permit from the day the establishment applied for it to the day it was granted. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.BUS5\",\"Percent of firms identifying business licensing and permits as a major constraint\",\"Percent of firms identifying business licensing and permits as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.REG1\",\"Senior management time spent dealing with the requirements of government regulation (%)\",\"Proportion of senior management’s time, in a typical week, that is spent dealing with the requirements imposed by government regulations (e.g. taxes, customs, labor regulations, licensing and registration, including dealings with officials, and completing forms). Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.REG2\",\"Number of visits or required meetings with tax officials\",\"Number of visits or required meetings with tax officials. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.REG2_C\",\"If there were visits, average number of visits or required meetings with tax officials\",\"If there were visits, average number of visits or required meetings with tax officials. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.REG4\",\"Percent of firms identifying tax rates as a major constraint\",\"Percent of firms identifying tax rates as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.REG5\",\"Percent of firms identifying tax administration as a major constraint\",\"Percent of firms identifying tax administration as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/regulations-and-taxes).\"\n\"IC.FRM.REG.ZS\",\"Firms Formally Registered when Started Operations in the Country (% of firms)\",\"Percentage of firms formally registered when they started operations in the country. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). \"\n\"IC.FRM.SEC.ZS\",\"Firms Paying for Security (% of firms)\",\"Percentage of firms paying for security, for example equipment, personnel, or professional security services. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/)\"\n\"IC.FRM.SECR.ZS\",\"Security costs (% of sales)\",\"Security costs is the average security costs as a percentage of total annual sales.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.TAXAD.ZS\",\"Tax Administration (% of firms identifying this as major constraint)\",\"Percentage of firms identifying tax administration as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.TAXR.ZS\",\"Tax rates (% of firms identifying this as major constraint)\",\"Percentage of firms identifying tax rates as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.TECH.ZS\",\"Firms using technology licensed from foreign companies (% of firms)\",\"Percentage of firms using technology licensed from foreign companies. For survey data collected in 2006 and 2007, this indicator is computed for the Manufacturing module only. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.TIME\",\"Time required to deal with construction permits (days)\",\"The total number of days required to build a warehouse. The measure captures the median duration that local experts indicate is necessary to complete a procedure in practice.\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.FRM.TRD.TR1\",\"Days to clear direct exports through customs\",\"Number of days to clear direct exports through customs. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR10\",\"Percent of firms exporting directly or indirectly (at least 1% of sales)\",\"Percent of firms that export directly or indirectly at least 1% of their total annual sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR11\",\"Percent of firms using material inputs and/or supplies of foreign origin\",\"Percent of firms that use material inputs and/or supplies of foreign origin. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR14\",\"Days of inventory of main input\",\"Days of inventory of the most important input. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR15\",\"Percent of firms exporting directly (at least 1% of sales)\",\"Percent of firms exporting directly at least 1% of their sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR2\",\"Days to clear imports from customs\",\"Number of days to clear imports from customs. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR4\",\"Proportion of total sales that are domestic sales (%)\",\"Percentage of total annual sales that are domestic sales. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR5\",\"Proportion of total sales that are exported directly (%)\",\"Percentage of total annual sales that are exported directly. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR6\",\"Proportion of total sales that are exported indirectly (%)\",\"Percentage of total annual sales that are exported indirectly. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR7\",\"Proportion of total inputs that are of domestic origin (%)\",\"Percentage of material inputs and/or supplies that are of domestic origin. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR8\",\"Proportion of total inputs that are of foreign origin (%)\",\"Percentage of material inputs and/or supplies that are of foreign origin. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRD.TR9\",\"Percent of firms identifying customs and trade regulations as a major constraint\",\"Percent of firms that identifying customs and trade regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/trade).\"\n\"IC.FRM.TRNG.ZS\",\"Firms offering formal training (% of firms)\",\"Firms offering formal training are the percentage of firms offering formal training programs for their permanent, full-time employees.\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.TRSP.ZS\",\"Transportation (% of firms identifying this as a major constraint)\",\"Percentage of firms identifying transport as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.WEB.ZS\",\"Firms using its own website (% of firms)\",\"Percentage of firms using the web for communication with clients or suppliers. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.FRM.WRKF.WK1\",\"Percent of firms offering formal training\",\"Percent of firms offering formal training programs for its permanent, full-time employees. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK10\",\"Percent of firms identifying an inadequately educated workforce as a major constraint\",\"Percent of firms identifying an inadequately educated workforce as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK11\",\"Number of temporary workers\",\"Number of temporary workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK12\",\"Number of permanent full-time workers\",\"Number of permanent, full-time workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK13\",\"Proportion of unskilled workers (out of all production workers) (%)\",\"Percentage of unskilled workers, out of all production workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK2\",\"Proportion of workers offered formal training (%)\",\"Percentage of permanent, full-time employees that have received formal training. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK3\",\"Number of permanent skilled production workers\",\"Number of permanent skilled production workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK4\",\"Number of permanent unskilled production workers\",\"Number of permanent unskilled production workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK6\",\"Number of permanent production workers\",\"Number of permanent production workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK7\",\"Number of permanent non-production workers\",\"Number of permanent non-production workers. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK8\",\"Years of the top manager's experience working in the firm's sector\",\"Years of the top manager's experience working in the firm's sector. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WRKF.WK9\",\"Percent of firms identifying labor regulations as a major constraint\",\"Percent of firms identifying labor regulations as a major constraint. The computation of the indicator is based on the rating of the obstacle as a potential constraint to the current operations of the establishment. Source:World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\",\"Enterprise Surveys\",\"World Bank, Enterprise Surveys Project(http://www.enterprisesurveys.org/Data/ExploreTopics/workforce).\"\n\"IC.FRM.WTLIC.DURS\",\"Number of years firms operated without formal registration\",\"Average number of years firms operated without formal registration. This indicator is computed only for the firms that did not have a formal registration when they started their operations in the country. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/). \"\n\"IC.FRM.XQ\",\"Dealing with construction permits (rank)\",\"This index ranks economies from 1 to 181, with first place being the best. This looks into (a) procedures (b) time and (c) cost required for a business in the construction industry to build a standardized warehouse and gives weight to each topic. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.GCON.GIFT.ZS\",\"Expected to give gifts to secure a Government contract (% of firms)\",\"Percentage of establishments that consider that firms with characteristics similar to theirs are making informal payments or giving gifts to public officials to secure government contract. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.GE.COST\",\"Cost to get electricity(% of income per capita)\",\"Cost to obtain an electricity connection (% of income per capita) \",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/GettingElectricity)\"\n\"IC.GE.NUM\",\"Procedures required to connect to electricity (number)\",\"This indicator records the number of procedures required for a business to obtain a permanent electricity connection and supply for a warehouse. To ensure that data are comparable across economies, a standard case study in which an entrepreneur seeks to connect a newly built warehouse for cold meat storage to electricity was used. Data are collected from the electricity distribution utility, then completed and verified by independent professionals such as electricians, electrical engineers, electrical contractors, and construction companies.\\n\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/GettingElectricity)\"\n\"IC.GE.TIME\",\"Time required to connect to electricity (days)\",\"This indicator tracks the time (in calendar days) required for a business to obtain a permanent electricity connection and supply for a warehouse. To ensure that data are comparable across economies, a standard case study in which an entrepreneur seeks to connect a newly built warehouse for cold meat storage to electricity was used. Data are collected from the electricity distribution utility, then completed and verified by independent professionals such as electricians, electrical engineers, electrical contractors, and construction companies.\\n\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/GettingElectricity)\"\n\"IC.GOV.DURS.ZS\",\"Time spent dealing with the requirements of government regulations (% of senior management time)\",\"Time spent dealing with the requirements of government regulations is the proportion of senior management's time, in a typical week, that is spent dealing with the requirements imposed by government regulations (e.g., taxes, customs, labor regulations, licensing and registration, including dealings with officials, and completing forms).\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.GRAFT.XQ\",\"Incidence of Graft index\",\"Incidence of Graft Index is the proportion of instances in which firms were either expected or requested to pay a gift or informal payment over the number of total solicitations for public services, licenses or permits for that country. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.IMP.COST.CD\",\"Cost to import (US$ per container)\",\"Cost measures the fees levied on a 20-foot container in U.S. dollars. All the fees associated with completing the procedures to export or import the goods are included. These include costs for documents, administrative fees for customs clearance and technical control, customs broker fees, terminal handling charges and inland transport. The cost measure does not include tariffs or trade taxes. Only official costs are recorded.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.IMP.DOCS\",\"Documents to import (number)\",\"All documents required per shipment to import goods are recorded. It is assumed that the contract has already been agreed upon and signed by both parties. Documents required for clearance by government ministries, customs authorities, port and container terminal authorities, health and technical control agencies and banks are taken into account. Since payment is by letter of credit, all documents required by banks for the issuance or securing of a letter of credit are also taken into account. Documents that are renewed annually and that do not require renewal per shipment (for example, an annual tax clearance certificate) are not included.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.IMP.DURS\",\"Time to import (days)\",\"Time to import is the time necessary to comply with all procedures required to import goods. Time is recorded in calendar days. The time calculation for a procedure starts from the moment it is initiated and runs until it is completed. If a procedure can be accelerated for an additional cost, the fastest legal procedure is chosen. It is assumed that neither the exporter nor the importer wastes time and that each commits to completing each remaining procedure without delay. Procedures that can be completed in parallel are measured as simultaneous. The waiting time between procedures--for example, during unloading of the cargo--is included in the measure.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.IMP.GIFT.ZS\",\"Expected to give gifts to get an Import License (% of firms)\",\"Percentage of firms expected to give gifts or an informal payment to get an import license. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.ISV.COP\",\"Commencement of proceedings index (0-3)\",\"The commencement of proceedings index has 3 components: (i) Whether debtors can initiate both liquidation and reorganization proceedings. A score of 1 is assigned if debtors can initiate both types of proceedings; 0.5 if they can initiate only one of these types (either liquidation or reorganization); 0 if they cannot initiate insolvency proceedings. (ii) Whether creditors can initiate both liquidation and reorganization proceedings. A score of 1 is assigned if creditors can initiate both types of proceedings; 0.5 if they can initiate only one of these types (either liquidation or reorganization); 0 if they cannot initiate insolvency proceedings. (iii) What standard is used for commencement of insolvency proceedings. A score of 1 is assigned if a liquidity test (the debtor is generally unable to pay its debts as they mature) is used; 0.5 if the balance sheet test (the liabilities of the debtor exceed its assets) is used; 1 if both the liquidity and balance sheet tests are available but only one is required to initiate insolvency proceedings; 0.5 if both tests are required; 0 if a different test is used. The index ranges from 0 to 3, with higher values indicating greater access to insolvency proceedings.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.ISV.COST\",\"Resolving insolvency: cost (% of estate)\",\"The cost of the proceedings, recorded as a percentage of the estate’s value, is calculated on the basis of survey responses by insolvency practitioners. It includes court fees as well as fees of insolvency practitioners, independent assessors, lawyers, and accountants. Respondents provide cost estimates from among the following options: less than 2%, 2–5%, 5–8%, 8–11%, 11–18%, 18–25%, 25–33%, 33–50%, 50–75%, and more than 75% of the value of the business estate. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ClosingBusiness).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ClosingBusiness/).\"\n\"IC.ISV.CPI\",\"Creditor participation index (0-4)\",\"The creditors’ rights index has 4 components: (i) Whether creditors participate in the selection of an insolvency representative. A score of 1 is assigned if yes; 0 if no. (ii) Whether creditors are required to approve the sale of substantial assets of the debtor in the course of insolvency proceedings. A score of 1 is assigned if yes; 0 if no. (iii) Whether an individual creditor has the right to access information about insolvency proceedings, either by requesting it from an insolvency representative or by reviewing the official records. A score of 1 is assigned if yes; 0 if no. (iv) Whether an individual creditor can object to a decision of the court or of the insolvency representative to approve or reject claims against the debtor brought by the creditor itself or by other creditors. A score of 1 is assigned if yes; 0 if no. (v) The index ranges from 0 to 4, with higher values indicating greater participation and rights of creditors. \",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.ISV.DURS\",\"Time to resolve insolvency (years)\",\"Time to resolve insolvency is the number of years from the filing for insolvency in court until the resolution of distressed assets.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.ISV.MODA\",\"Management of debtor's assets index (0-6)\",\"The management of debtor’s assets index has 6 components: (i) Whether the debtor (or an insolvency representative on its behalf) can continue performing contracts essential to the debtor’s survival. A score of 1 is assigned if yes; 0 if continuation of contracts is not possible or if the law contains no provisions on this subject. (ii) Whether the debtor (or an insolvency representative on its behalf) can reject overly burdensome contracts. A score of 1 is assigned if yes; 0 if rejection of contracts is not possible. (iii) Whether transactions entered into before commencement of insolvency proceedings that give preference to one or several creditors can be avoided after proceedings are initiated. A score of 1 is assigned if yes; 0 if avoidance of such transactions is not possible. (iv) Whether undervalued transactions entered into before commencement of insolvency proceedings can be avoided after proceedings are initiated. A score of 1 is assigned if yes; 0 if avoidance of such transactions is not possible. (v) Whether the insolvency framework includes specific provisions that allow the debtor (or an insolvency representative on its behalf), after commencement of insolvency proceedings, to obtain financing necessary to function during the proceedings. A score of 1 is assigned if yes; 0 if obtaining post-commencement financing is not possible or if the law contains no provisions on this subject. (vi) Whether post-commencement financing receives priority over ordinary unsecured creditors during distribution of assets. A score of 1 is assigned if yes; 0.5 if post-commencement financing is granted superpriority over all creditors, secured and unsecured; 0 if no priority is granted to post-commencement financing. The index ranges from 0 to 6, with higher values indicating more advantageous treatment of the debtor’s assets from the perspective of the company’s stakeholders.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.ISV.OTCM\",\"Outcome (0 as piecemeal sale and 1 as going concern)\",\"Outcome measures whether the debtor’s business continues operating as a going concern or whether the debtor’s assets are sold piecemeal. \",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.ISV.RECRT\",\"Resolving insolvency: recovery rate (cents on the dollar)\",\"The recovery rate calculates how many cents on the dollar claimants (creditors, tax authorities, and employees) recover from an insolvent firm. Information comes from local insolvency practitioners, laws and regulations as well as public information on bankruptcy systems. The recovery rate for economies with “no practice” (i.e., fewer than 5 cases a year over the past 5 years) is 0. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ClosingBusiness).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ClosingBusiness/).\"\n\"IC.ISV.RP\",\"Reorganization proceedings index (0-3)\",\"The reorganization proceedings index has 3 components: (i) Whether the reorganization plan is voted on only by the creditors whose rights are modified or affected by the plan. A score of 1 is assigned if yes; 0.5 if all creditors vote on the plan, regardless of its impact on their interests; 0 if creditors do not vote on the plan or if reorganization is not available. (ii) Whether creditors entitled to vote on the plan are divided into classes, each class votes separately and the creditors within each class are treated equally. A score of 1 is assigned if the voting procedure has these 3 features; 0 if the voting procedure does not have these 3 features or if reorganization is not available. (iii) Whether the insolvency framework requires that dissenting creditors receive as much under the reorganization plan as they would have received in liquidation. A score of 1 is assigned if yes; 0 if no such provisions exist or if reorganization is not available. The index ranges from 0 to 3, with higher values indicating greater compliance with internationally accepted practices.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.ISV.SOIF\",\"Strength of insolvency framework index (0-16)\",\"Strength of the insolvency framework index measures whether economies implemented best international practices in the areas of commencement of insolvency proceedings, management of debtor’s assets during the proceedings, reorganization proceedings and creditor participation. The index ranges from 0 to 16, with higher values indicating insolvency legislation that is better designed for rehabilitating viable firms and liquidating nonviable ones.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Resolving Insolvency)\"\n\"IC.LGL.CONT.XQ\",\"Enforcing contracts (rank)\",\"This index ranks economies from 1 to 181, with first place being the best giving time, cost and procedures equal weight to each topic. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/). \"\n\"IC.LGL.COST.DEBT.ZS\",\"Enforcing contracts, cost (% of claim)\",\"Cost is recorded as a percentage of the claim, assumed to be equivalent to 200% of income per capita. Only official costs required by law are recorded, including court and enforcement costs and average attorney fees where the use of attorneys is mandatory or common. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.LGL.CRED.XQ\",\"Strength of legal rights index (0=weak to 12=strong)\",\"Strength of legal rights index measures the degree to which collateral and bankruptcy laws protect the rights of borrowers and lenders and thus facilitate lending. The index ranges from 0 to 12, with higher scores indicating that these laws are better designed to expand access to credit.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.LGL.DURS\",\"Time required to enforce a contract (days)\",\"Time required to enforce a contract is the number of calendar days from the filing of the lawsuit in court until the final determination and, in appropriate cases, payment.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.LIC.NUM\",\"Procedures required to build a warehouse (number)\",\"The number of procedures required for a business in the construction industry to build a standardized warehouse is recorded by this indicator. Steps may include: (1) submitting all relevant documents and obtaining all necessary clearances, licenses, permits, and certificates; (2) completing all required notifications and receiving all necessary inspections; (3) obtaining utility connections for electricity, water, sewerage, and phone services; and (4) registering the warehouse after its completion (if required for use as collateral or for transfer of warehouse). Interactions between company employees are not counted as procedures. \\nSource: .\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses)\"\n\"IC.LIC.TIME\",\"Time required to build a warehouse (days)\",\"The time (in calendar days) required to build a warehouse—including obtaining necessary licenses and permits, completing required notifications and inspections, and obtaining utility connections—is measured by this indicator. Information is collected from experts in construction licensing—including architects, construction lawyers, construction firms, utility service providers, and public officials who deal with building regulations. If a procedure can be accelerated legally for an additional cost, the fastest procedure is chosen. To make the data comparable across economies, several assumptions about the business, the warehouse project, and the procedures are used.\\n\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/DealingLicenses)\"\n\"IC.LOAN.COL.ZS\",\"Loans requiring collateral (%)\",\"Percentage of loans that require collateral.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.OPER.GIFT.ZS\",\"Expected to give gifts to get an Operating License (% of firms)\",\"Percentage of firms expected to give gifts or an informal payment to get an operating license. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.PI.CIR\",\"Extent of conflict of interest regulation index (0-10)\",\"The extent of conflict of interest regulation index measures the protection of shareholders against directors’ misuse of corporate assets for personal gain by distinguishing 3 dimensions of regulation that address conflicts of interest: transparency of related-party transactions (extent of disclosure index), shareholders’ ability to sue and hold directors liable for self-dealing (extent of director liability index) and access to evidence and allocation of legal expenses in shareholder litigation (ease of shareholder suits index). \",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Protecting Minority Investors)\"\n\"IC.PI.CT\",\"Extent of corporate transparency index (0-9)\",\"Corporate transparency on ownership stakes, compensation, audits and financial prospects based on 6 components of corporate governance.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Protecting Minority Investors)\"\n\"IC.PI.DIR\",\"Extent of director liability index (0 to 10)\",\"To help gauge investor protection, the extent of director liability index measures liability for self-dealing. The index ranges from 0 (little to no liability) to 10 (greater liability). The data are from a survey of corporate lawyers and are based on securities regulations, company laws and court rules of evidence.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/)\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/).\"\n\"IC.PI.DISCL\",\"Extent of disclosure index (0 to 10)\",\"To help gauage investor protection, the extent of disclosure index measures the transparency of corporations’ related-party transactions. The index ranges from 0 (little to no transparency) to 10 (greater transparency). The data are from a survey of corporate lawyers and are based on securities regulations, company laws and court rules of evidence.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/)\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/).\"\n\"IC.PI.INV\",\"Strength of investor protection index (0 to 10)\",\"The strength of investor protection index is an average of 3 indices--the extent of disclosure index, the extent of director liability index, and the ease of shareholder suit index. The index ranges from 0 (little to no investor protection) to 10 (greater investor protection). The data are from a survey of corporate lawyers and are based on securities regulations, company laws and court rules of evidence.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/)\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/).\"\n\"IC.PI.SG\",\"Extent of shareholder governance index (0-10)\",\"The extent of shareholder governance index is the sum of the extent of shareholder rights index, the strength of governance structure index and the extent of corporate transparency index. The index is divided by 3 so that it ranges from 0 to 10. Higher values indicate stronger rights of shareholders in corporate governance.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Protecting Minority Investors)\"\n\"IC.PI.SHAR\",\"Ease of shareholder suits index (0 to 10) \",\"To help gauge investor protection, the ease of shareholder suits index measures shareholders’ ability to sue officers and directors for misconduct . The index ranges from 0 (little to no ability to file suit) to 10 (greater ability to file suit). The data are from a survey of corporate lawyers and are based on securities regulations, company laws and court rules of evidence.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/)\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/ProtectingInvestors/).\"\n\"IC.PI.SOGS\",\"Strength of governance structure index (0-10.5)\",\"Governance safeguards protecting shareholders from undue board control and entrenchment based on 7 components of corporate governance.\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Protecting Minority Investors)\"\n\"IC.PI.SR\",\"Extent of shareholder rights index (0-10.5)\",\"\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/Protecting Minority Investors)\"\n\"IC.PRP.COST.PROP.ZS\",\"Cost of registering property (% of property value)\",\"Cost is recorded as a percentage of the property value, assumed to be equivalent to 50 times income per capita. Only official costs required by law are recorded, including fees, transfer taxes, stamp duties and any other payment to the property registry, notaries, public agencies or lawyers. Other taxes, such as capital gains tax or value added tax, are excluded from the cost measure. Both costs borne by the buyer and those borne by the seller are included. If cost estimates differ among \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.PRP.DURS\",\"Time required to register property (days)\",\"Time required to register property is the number of calendar days needed for businesses to secure rights to property.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.PRP.PROC\",\"Procedures to register property (number)\",\"Number of procedures to register property is the number of procedures required for a businesses to secure rights to property.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.PRP.XQ\",\"Registering property (rank)\",\"This index ranks economies from 1 to 181, with first place being the best. This gives (a) time (b) procedures and (c) cost equal weight to each topic. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.REG.CAP\",\"Minimum paid-in capital required to start a business (% of income per capita)\",\"The paid-in minimum capital requirement reflects the amount that an entrepreneur needs to deposit in a bank or with a notary to legally start a business. It is recorded as a percentage of the economy’s income per capita. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/StartingBusiness).\\n\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/StartingBusiness/).\"\n\"IC.REG.CAP.PC.ZS\",\"Minimum capital for starting a business (% of income per capita)\",\"The paid-in minimum capital requirement reflects the amount that the entrepreneur needs to deposit in a bank or with a notary before registration and up to 3 months following in\\u00adcorporation and is recorded as a percentage of the country’s income per capita. The amount is typically specified in the commercial code or the company law. Many countries have a minimum capital requirement but allow businesses to pay only a part of it before registration, with the rest to be paid after the first year of operation. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.REG.COST\",\"Cost to start a business (% of income per capita)\",\"The official cost to start a business legally is measured by this indicator and expressed a percentage of the economy's income per capita. It includes all official fees and fees for legal or professional services if such services are required by law. In all cases, the cost excludes bribes.\\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/StartingBusiness).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/StartingBusiness/).\"\n\"IC.REG.COST.PC.ZS\",\"Cost of business start-up procedures (% of GNI per capita)\",\"Cost to register a business is normalized by presenting it as a percentage of gross national income (GNI) per capita.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.REG.DURS\",\"Time required to start a business (days)\",\"Time required to start a business is the number of calendar days needed to complete the procedures to legally operate a business. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.REG.PROC\",\"Start-up procedures to register a business (number)\",\"Start-up procedures are those required to start a business, including interactions to obtain necessary permits and licenses and to complete all inscriptions, verifications, and notifications to start operations. Data are for businesses with specific characteristics of ownership, size, and type of production.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.REG.XQ\",\"Starting a business (rank)\",\"This index averages the country's percentile rankings on: procedures, time, cost (% of income per capita) and minimum capital (% of income per capita)\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.RP.COST\",\"Cost to register property (% of property value)\",\"This indicator calculates the cost required for a business to register property expressed as a percentage of the property value, assuming a property value of 50 times income per capita. The cost includes fees, transfer taxes, stamp duties, and any other payment to the property registry, notaries, public agencies or lawyers. Information is provided by local property lawyers, notaries, and property registries. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty/).\"\n\"IC.RP.PROC\",\"Procedures required to register property (number)\",\"This indicator records the number of steps required for a business (buyer) to purchase a property from another business (seller) and register it legally so that the buyer can use the property as collateral or sell it to another business. Information is provided by local property lawyers, notaries, and property registries. \\nSource: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty/).\"\n\"IC.RP.TIME\",\"Time required to register property (days)\",\"This indicator records the number of calendar days required for a business (buyer) to purchase a property from another business (seller) and register it legally so that the buyer can use the property as collateral or sell it to another business. Information is provided by local property lawyers, notaries, and property registries. \\n Source: World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty).\",\"Doing Business\",\"World Bank, Doing Business Project (http://www.doingbusiness.org/ExploreTopics/RegisteringProperty/).\"\n\"IC.SALE.DOM.ZS\",\"Domestic Sales (% sales)\",\"Percentage of sales sold domestically.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.TAX.DURS\",\"Time to prepare and pay taxes (hours)\",\"Time to prepare and pay taxes is the time, in hours per year, it takes to prepare, file, and pay (or withhold) three major types of taxes: the corporate income tax, the value added or sales tax, and labor taxes, including payroll taxes and social security contributions.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.GIFT.ZS\",\"Firms expected to give gifts in meetings with tax officials (% of firms)\",\"Firms expected to give gifts in meetings with tax officials is the percentage of firms that answered positively to the question \\\"was a gift or informal payment expected or requested during a meeting with tax officials?\\\"\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.TAX.LABR.CP.ZS\",\"Labor tax and contributions (% of commercial profits)\",\"Labor tax and contributions is the amount of taxes and mandatory contributions on labor paid by the business.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.LBR.ZS\",\"Paying taxes, labor tax and contributions (%)\",\"The total tax rate measures the amount of taxes and mandatory contributions payable by the business in the second year of operation, expressed as a share of commercial profits. Doing Business 2008 reports the total tax rate for fiscal 2006. The total amount of taxes is the sum of all the different taxes and contributions payable after accounting for deductions and exemptions. The taxes withheld (such as sales or value added tax or personal income tax) but not paid by the company are excluded. The taxes included can be divided into 5 categories: profit or corporate income tax, social contribu\\uadtions and labor taxes paid by the employer (for which all mandatory contributions are included, even if paid to a private entity such as a requited pension fund), property taxes, turnover taxes and other small taxes (such as municipal fees and vehicle and fuel taxes). For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.METG\",\"Number of visits or required meetings with tax officials\",\"\\\"Number of visits or required meetings with tax officials is the number of visits or required meetings with tax officials during the year.\\n\\\"\",\"World Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.TAX.OTH.ZS\",\"Paying taxes, other taxes (%)\",\"Amount of taxes and mandatory contributions paid by the business that are not already included in the tax profits and labour taxes. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.OTHR.CP.ZS\",\"Other taxes payable by businesses (% of commercial profits)\",\"Other taxes payable by businesses include the amounts paid for property taxes, turnover taxes, and other small taxes such as municipal fees and vehicle and fuel taxes.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.PAYM\",\"Tax payments (number)\",\"Tax payments by businesses are the total number of taxes paid by businesses, including electronic filing. The tax is counted as paid once a year even if payments are more frequent.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.PFT.ZS\",\"Paying taxes, profit tax (%)\",\"\\\"Total amount of taxes and mandatory contributions payable by the business. \\rFor more information, visit http://www.doingbusiness.org/MethodologySurveys/. \\\"\",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.PRFT.CP.ZS\",\"Profit tax (% of commercial profits)\",\"Profit tax is the amount of taxes on profits paid by the business.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.TOTL.CP.ZS\",\"Total tax rate (% of commercial profits)\",\"Total tax rate measures the amount of taxes and mandatory contributions payable by businesses after accounting for allowable deductions and exemptions as a share of commercial profits. Taxes withheld (such as personal income tax) or collected and remitted to tax authorities (such as value added taxes, sales taxes or goods and service taxes) are excluded.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TAX.XQ\",\"Paying taxes (rank)\",\"This index ranks economies from 1 to 181, with first place being the best. This assesses (a) number of payments (b) time spent to prepare taxes (c) labour taxes (d) other taxes and (e) taxes on profits and gives each topic equal weight. For more information, visit http://www.doingbusiness.org/MethodologySurveys/. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.TEL.DURS\",\"Delay in obtaining a mainline telephone connection (days)\",\"Delay for firm in obtaining a telephone connection is the average actual delay in days that firms experience when obtaining a telephone connection, measured from the day the establishment applied to the day it received the service or approval. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.TEL.GIFT.ZS\",\"Expected to give gifts to get a phone connection (% of firms)\",\"Percentage of firms expected to give gifts or an informal payment to get a phone connection. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.TRD.XQ\",\"Trading across borders (rank)\",\"This index ranks economies from 1 to 181, with first place being the best. This gives an equal weigh to each of the topics in order for ranking (a) number of all documents required to export/import goods, (b) time and (c) cost. \",\"Africa Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.VAL.COL.ZS\",\"Value of collateral needed for a loan (% of the loan amount)\",\"Value of collateral needed for a loan or line of credit as a percentage of the loan value or the value of the line of credit.\",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.VALG.GIFT.ZS\",\"Value of gift expected to secure Government Contract (% of Contract)\",\"Percentage of contract value expected as a gift to secure government contract. Only firms that have confirmed that they have secured or attempted to secure a government contract in the last 12 months were required to answer this question. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.WAT.DURS\",\"Delay in obtaining a water connections (days)\",\"Delay for firm in obtaining water connection is the average actual delay in days that firms experience when obtaining a water connection, measured from the day the establishment applied to the day it received the service or approval. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.WAT.GIFT.ZS\",\"Expected to give gifts to get a water connection (% of firms)\",\"Percentage of firms expected to give gifts or an informal payment to get a water connection. \",\"Africa Development Indicators\",\"World Bank, Enterprise Surveys (http://www.enterprisesurveys.org/).\"\n\"IC.WRH.DURS\",\"Time required to build a warehouse (days)\",\"Time required to build a warehouse is the number of calendar days needed to complete the required procedures for building a warehouse. If a procedure can be speeded up at additional cost, the fastest procedure, independent of cost, is chosen.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IC.WRH.PROC\",\"Procedures to build a warehouse (number)\",\"Number of procedures to build a warehouse is the number of interactions of a company's employees or managers with external parties, including government agency staff, public inspectors, notaries, land registry and cadastre staff, and technical experts apart from architects and engineers.\",\"World Development Indicators\",\"World Bank, Doing Business project (http://www.doingbusiness.org/).\"\n\"IDX.HDI\",\"Human Development Index\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"IE.ICT.PCAP.CD\",\"Information and communication technology expenditure per capita (current US$)\",\"Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.\",\"Africa Development Indicators\",\"World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.\"\n\"IE.ICT.TOTL.CD\",\"Information and communication technology expenditure (current US$)\",\"Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.\",\"Africa Development Indicators\",\"World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.\"\n\"IE.ICT.TOTL.GD.ZS\",\"Information and communication technology expenditure (% of GDP)\",\"Information and communications technology expenditures include computer hardware (computers, storage devices, printers, and other peripherals); computer software (operating systems, programming tools, utilities, applications, and internal software development); computer services (information technology consulting, computer and network systems integration, Web hosting, data processing services, and other services); and communications services (voice and data communications services) and wired and wireless communications equipment.\",\"Africa Development Indicators\",\"World Information Technology and Services Alliance, Digital Planet: The Global Information Economy, and Global Insight, Inc.\"\n\"IE.PPI.ENGY.CD\",\"Investment in energy with private participation (current US$)\",\"Investment in energy projects with private participation covers infrastructure projects in energy (electricity and natural gas transmission and distribution) that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects such as windmills are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).\"\n\"IE.PPI.TELE.CD\",\"Investment in telecoms with private participation (current US$)\",\"Investment in telecom projects with private participation covers infrastructure projects in telecommunications that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).\"\n\"IE.PPI.TRAN.CD\",\"Investment in transport with private participation (current US$)\",\"Investment in transport projects with private participation covers infrastructure projects in transport that have reached financial closure and directly or indirectly serve the public. Movable assets and small projects are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).\"\n\"IE.PPI.WATR.CD\",\"Investment in water and sanitation with private participation (current US$)\",\"Investment in water and sanitation projects with private participation covers infrastructure projects in water and sanitation that have reached financial closure and directly or indirectly serve the public. Movable assets, incinerators, standalone solid waste projects, and small projects are excluded. The types of projects included are operations and management contracts, operations and management contracts with major capital expenditure, greenfield projects (in which a private entity or a public-private joint venture builds and operates a new facility), and divestitures. Investment commitments are the sum of investments in facilities and investments in government assets. Investments in facilities are the resources the project company commits to invest during the contract period either in new facilities or in expansion and modernization of existing facilities. Investments in government assets are the resources the project company spends on acquiring government assets such as state-owned enterprises, rights to provide services in a specific area, or the use of specific radio spectrums. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank, Private Participation in Infrastructure Project Database (http://ppi.worldbank.org).\"\n\"IENERGY\",\"Energy, 2000=100, current$\",\"Energy index, a Laspeyres Index with fixed weights based on 2002-2004 average developing countries export values, for coal, crude oil and natural gas.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IFATS_OILS\",\"Agr: Food: Fats and oils, 2000=100, current$\",\"Fats and oils index includes coconut oil, groundnut oil, palm oil, soybeans, soybean oil and soybean meal.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IFERTILIZERS\",\"Fertilizers, 2000=100, current$\",\"Fertilizers index includes natural phosphate rock, phosphate, potassium and nitrogenous products.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IFOOD\",\"Agr: Food, 2000=100, current$\",\"Food index includes fats and oils, grains and other food items.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IGRAINS\",\"Agr: Food: Grains, 2000=100, current$\",\"Grains index includes barley, maize, rice and wheat.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IMETMIN\",\"Metals and minerals, 2000=100, current$\",\"Metals and minerals index includes aluminum, copper, iron ore, lead, nickle, tin and zinc.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IMETMIN_DV100\",\"Base Metals, 2000=100, current$\",\"Base Metals index includes aluminum, copper, lead, nickle, tin and zinc, excludes iron ore.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IN.AGR.GR.IRRIG.AREA\",\"Gross Irrigated Area under all crops ('000 hectares)\",\"Gross area under irrigation is the total area under crops, irrigated once and/or more than once in a year. It is counted as many times as the number of times the areas are cropped and irrigated in a year.\",\"Country Partnership Strategy for India \",\"Source: Directorate of Economics and Statistics, Ministry of Agriculture\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-12-IRRIGATION/Table 12.2.xls\"\n\"IN.AGR.YLD.ALL\",\"Yield - All Foodgrains (Kgs/Hectare)\",\"Yield of Total Foodgrains (Rice, Wheat, etc.), measured in Kgs/Hectare, is derived by aggregating the individual foodgrain production (Kgs) and total harvested areas (hectares), which are estimated using their Yield. \",\"Country Partnership Strategy for India \",\"http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf\"\n\"IN.AGR.YLD.RICE\",\"Yield - Rice (Kgs/Hectare)\",\"Yield of Rice, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments. \",\"Country Partnership Strategy for India \",\"http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf\"\n\"IN.AGR.YLD.SUGRCANE\",\"Yield - Sugarcane (Kgs/Hectare)\",\"Yield of Sugarcane, measured in Kgs/Hectare, is an estimate based on randomized sampling of survey areas and controlled crop cutting experiments. \",\"Country Partnership Strategy for India \",\"http://eands.dacnet.nic.in/Publication12-12-2012/Agriculture_at_a_Glance%202012/Pages85-136.pdf\"\n\"IN.EC.GSDP.PERCAP.NOM.INR\",\"Nominal GSDP Per Capita (INR)\",\"Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.GSDP.PERCAP.NOM.USD\",\"Nominal GSDP Per Capita (USD)\",\"Nominal Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in nominal terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.GSDP.PERCAP.REAL.INR\",\"Real GSDP Per Capita (INR)\",\"Real Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.GSDP.PERCAP.REAL.INR.GRWTHRAT\",\"Real GSDP Per Capita (INR) Growth Rate\",\"Real Gross state domestic product (GSDP) [per capita, or gross regional product (GRP) per capita, is a measurement of the per capita growth rate of economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.GSDP.PERCAP.REAL.USD\",\"Real GSDP Per Capita (USD)\",\"Real Gross state domestic product (GSDP) per capita, or gross regional product (GRP) per capita, is a measurement of the per capita economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.GSDP.PERCAP.REAL.USD.GRWTHRAT\",\"Real GSDP Per Capita (USD) Growth Rate\",\"Gross state domestic product (GSDP), or gross regional product (GRP), is a measurement of the per capita growth rate of the economic output in real terms of a state or province (i.e., of a subnational entity). It is the sum of all value added by industries and services within the state and serves as a counterpart to the gross domestic product (GDP). \\nState Domestic Product (SDP) in common parlance known as “State Income” is a measure in monetary terms of the volume of all goods and services produced during a given period of time within the geographical boundaries of the state, accounted for\\nwithout duplication.\\n\",\"Country Partnership Strategy for India \",\"Source : Central Statistics Office (CSO), Ministry of Statistics and Prgramme Implementation, Gov't of India website as on 01.08.13\"\n\"IN.EC.POP.GRWTHRAT.\",\"Decadal Growth of Population (%)\",\"Population growth rate over the 10 year period. This is simple growth rate calculation between two population observations that are 10 year apart.\",\"Country Partnership Strategy for India \",\"Source: Provisional Population Tables & Annexures, Census of India 2011\"\n\"IN.EC.POP.TOTL\",\"Population (Thousands)\",\"\",\"Country Partnership Strategy for India \",\"Source:\\nCompiled from the statistics released by : Tenth Five Year Plan 2002-07, Volume-III, Planning Commission, Gov't of India\"\n\"IN.EDU.ENROL.GEN\",\"Enrolment by Caste-General (%)\",\"Percent pupils in General category: not belonging to the Scheduled Caste (SC), Scheduled Tribe (ST) or Other Backward Class (OBC) category. Muslims and other minorities are included in the General Category.\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.ENROL.MSLM\",\"Enrolment by Caste-Muslim (%)\",\"Percent of Secondary and Higher Secondary pupils in the General category and belonging to the Muslim community\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.ENROL.OBC\",\"Enrolment by Caste-OBC (%)\",\"Percent pupils not in the General category and belonging to the Other Backward Class (OBC) category\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.ENROL.SC\",\"Enrolment by Caste-SC (%)\",\"Percent pupils not in the General category and belonging to the Scheduled Caste (SC) category\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.ENROL.ST\",\"Enrolment by Caste-ST (%)\",\"Percent pupils not in the General category and belonging to the Scheduled Tribe (ST) category\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.GR.ENRL.RATIO\",\"Gross Enrolment Ratio (%)\",\"Total enrolment in secondary and higher secondary education, regardless of age, expressed as a percentage of the eligible official secondary and higher secondary school-age population in a given school-year \",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.NET.ENRL.RATIO\",\"Net Enrolment Ratio (%)\",\"Enrolment in secondary and higher secondary education of the official age for that group expressed as a percentage of the corresponding population in that age group\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.PUPIL.TCHR\",\"Pupil-Teacher Ratio\",\"Average number of Pupils per Teacher for all schools (Secondary and Higher Secondary schools).\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.TCHR.NUM\",\"Teachers (Number)\",\"Total number of Teachers in secondary and higher secondary schools. Thes include regular and on-contract teachers.\",\"Country Partnership Strategy for India \",\"Secondary Education in India: Progress towards universalization, Flash Statistics 2012-13, National University of Educational Planning and Adminsitration; SEMIS-FLASH-STASTICS.pdf\"\n\"IN.EDU.TCHRTRNG.NUM\",\"Teacher Education Institutes (DIETs, CTEs, IASEs)\",\"Numbers of Teacher Education Institutes sponsored and funded by the Central Government for elementary and secondary schools-- District Institutes of Education and Trainin(DIETs), Colleges of Teacher Education (CTEs), Institutes of Advanced Study in Education (IASEs) \",\"Country Partnership Strategy for India \",\"teacher Education, Department of School Education and Literacy, Min. of Human resource Development, Gov't of India.\\nhttp://www.teindia.nic.in/Institutions.aspx\"\n\"IN.ENRGY.ELEC.CAP\",\"Total- Installed Capacity (MW)\",\"Total- Installed Capacity (MW). Includes hydro, diesel and wind, steam, gas and nuclear energy.\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls\"\n\"IN.ENRGY.ELEC.GEN\",\"Total-Electricity Generated Gross (GWh)\",\"Total-Electricity Generated Gross (GWh). Includes hydro, diesel and wind, steam, gas and nuclear energy.\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls\"\n\"IN.ENRGY.ELEC.PERCAP.CONSMPN\",\"Utilities/Non Utilities Per Capita Consumption (KWh)\",\"Utilities/Non Utilities Per Capita Consumption (in KWh). Uses net electricity consumption after excluding consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls\"\n\"IN.ENRGY.ELEC.PERCAP.CONSMPN.NONUTLTS\",\"Non Utilities Per Capita Consumption (KWh)\",\"Non Utilities Per Capita Consumption (in KWh)\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls\"\n\"IN.ENRGY.ELEC.PERCAP.CONSMPN.TOTL\",\"Total (Utilities & Non-Utilities) Per Capita Consumption (KWh)\",\"Total (Utilities & Non-Utilities) Per Capita Consumption (in KWh). Uses net electricity consumption after excluding consumption by power station auxiliaries. Non-utilities are power stations for railways and similar entities.\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.12.xls\"\n\"IN.ENRGY.GRID.RENEW.CAP\",\"Grid interactive renewable power installed capacity (MW)\",\"Grid interactive renewable power installed capacity (in MW). Includes power generated from small hydro, biomass and waste, wind and solar sources. Energy from these renewable sources is connected to the regional and state grids.\",\"Country Partnership Strategy for India \",\"Source: Ministry of New and Renewable Energy, India\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-RURAL AND URBAN DEVELOPMENT/Table 35.12.xls\\n\"\n\"IN.ENRGY.TOWNS.ELECTRFIED.NUM\",\"Number of Towns Electrified (Per 2001 Census)\",\"Number of Towns Electrified (Per 2001 Census)\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.ENRGY.TOWNS.ELECTRFIED.PERCENT\",\"Number of Towns Electrified (Percentage)\",\"Percentage of Towns in the State Electrified \",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.ENRGY.TOWNS.TOTL\",\"Number of Towns Total (Per 2001 Census)\",\"Number of Towns Total (Per 2001 Census)\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.ENRGY.VILLAG.ELECTRFIED\",\"Number of Villages Electrified\",\"Number of Villages Electrified\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.ENRGY.VILLAG.ELECTRFIED.PERCENT\",\"Number of Villages Electrified (Percentage)\",\"Percentage of Villages Electrified in the State \",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.ENRGY.VILLAG.TOTL\",\"Number of Villages Total (Per 2001 Census)\",\"Number of Villages Total (Per 2001 Census)\",\"Country Partnership Strategy for India \",\"Source: Central Electricity Authority, Ministry of Power, India.\\nTABLE 16.14: NUMBER OF TOWNS AND VILLAGES ELECTRIFIED IN INDIA \\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-16-ENERGY/Table 16.14.xls\\n\"\n\"IN.FIN.COMMBANK.NUM\",\"Commercial Bank Offices (Total)\",\"Number of commercial banks\",\"Country Partnership Strategy for India \",\"http://www.rbi.org.in/scripts/PublicationsView.aspx?id=12662\"\n\"IN.FIN.FININCL.INDX\",\"Financial Inclusion Index (CRISIL Method)\",\"CRISIL Inclusix is a relative index that incorporates various forms of basic financial services into one single metric. CRISIL Inclusix is India’s first comprehensive measure of financial inclusion in the form of an index. It is a relative index that has a scale of 0 to 100, and combines three very critical parameters of basic banking services — branch penetration (BP), deposit penetration (DP), and credit penetration (CP) — together into one single metric. For each of these parameters, CRISIL evaluates financial inclusion at the national/ regional/ state/ district level vis-à-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the national/ regional/ state/ district level vis-à-vis a defined ideal. A CRISIL Inclusix score of 100 indicates the ideal state for each of the three parameters.\",\"Country Partnership Strategy for India \",\"http://www.crisil.com/about-crisil/crisil-inclusix.html\\n\"\n\"IN.FIN.HH.BNKG.SRVC.RURL\",\"Total number of households availing banking services - Rural\",\"Total number of households availing banking services - Rural (Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.HH.BNKG.SRVC.TOTL\",\"Total number of households availing banking services\",\"Total number of households availing banking services ( Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.HH.BNKG.SRVC.URBN\",\"Total number of households availing banking services - Urban\",\"Total number of households availing banking services - Urban ( Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.HH.RURL\",\"Total number of households -Rural\",\"Total number of households -Rural (Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.HH.TOTL\",\"Total number of households\",\"Total number of households (Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.HH.URBN\",\"Total number of households - Urban\",\"Total number of households - Urban (Source: Census 2011)\",\"Country Partnership Strategy for India \",\"http://data.gov.in/catalog/households-availing-banking-services-and-number-households-having-each-specified-assets\"\n\"IN.FIN.POP.PERBANK\",\"Average Population Per Bank Office (In Thousands)\",\"Average Population Per Bank Office (In Thousands)\",\"Country Partnership Strategy for India \",\"http://www.rbi.org.in/scripts/PublicationsView.aspx?id=12662\"\n\"IN.HLTH.AUXNURSE.NUM\",\"Auxiliary nursing midwives\",\"Auxiliary Nurse Midwives have some training in secondary school. A period of on-thejob training may be included, and sometimes formalised in apprenticeships. Like an auxiliary nurse, an auxiliary nurse midwife has basic nursing skills and no training in nursing decisionmaking. Auxiliary nurse midwives assist in the provision of maternal and newborn health care, particularly during childbirth but also in the prenatal and postpartum periods. They possess some of the competencies in midwifery but are not fully qualified as midwives. (Source WHO cadres in maternal and newborn health)\",\"Country Partnership Strategy for India \",\"Indian Nursing Council, Pharmacy Council of India.\\nDirectorate General of Health Services(C.B.H.I.)\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.9.xlsx\"\n\"IN.HLTH.CHC.NUM\",\"Number of Community Health Centers (CHCs)\",\"Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of CHCs efer to public hospitals. The number of CHCs refer to CHCs under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx\"\n\"IN.HLTH.DISTHOSPTL.NUM\",\"Number of District Hospitals\",\"Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of hospitals refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx\"\n\"IN.HLTH.DOCS.PER100K\",\"Number of Government Allopathic Doctors Per 100,000 Population\",\"Health infrastructure indicator -- Number of Allopathic Doctors in Government Hospitals per 100,000 population\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx\"\n\"IN.HLTH.GOVHOSPTL.BEDS.NUM\",\"Government Hospitals Number of beds\",\"Health infrastructure indicator -- Number of beds in Government Hospitals\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx\"\n\"IN.HLTH.GOVHOSPTL.BEDS.PER100K\",\"Government Hospitals Number of beds Per 100,000 Population\",\"Health infrastructure indicator -- Number of beds in Government Hospitals (public) per 100,000 population\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx\"\n\"IN.HLTH.GOVHOSPTL.NUM\",\"Government Hospitals (Number)\",\"Health infrastructure indicator -- Number of Government Hospitals \",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx\"\n\"IN.HLTH.GOVHOSPTL.PER100K\",\"Government Hospitals (Number) Per 100,000 Population\",\"Health infrastructure indicator - Number of government hospitals (public) per 100,000 population\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.1.xlsx\"\n\"IN.HLTH.HIVDEATH.EST\",\"HIV/AIDS Related Death Estimates\",\"State/UT-wise HIV/AIDS Related Death Estimates with Uncertainty Bounds\",\"Country Partnership Strategy for India \",\"Source: DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS Control, India\\nhttp://data.gov.in/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name/hiv-estimates-14175/ministry_department/ministry-health-and-fa\"\n\"IN.HLTH.HIVINFECTION.EST\",\"HIV Infection Estimates\",\"State/UT-wise Annual New HIV Infection among Adults (15+ Years) With Uncertainty Bounds\",\"Country Partnership Strategy for India \",\"Source: DATA.GOV.IN under Ministry of Health and Family Welfare, Department of AIDS Control, India\\nhttp://data.gov.in/catalogs#sort_by=changed&sort_order=DESC&items_per_page=20&path=group_name/hiv-estimates-14175/ministry_department/ministry-health-and-fa\"\n\"IN.HLTH.HLTHSTAFF.NUM\",\"Health visitors & Health supervisors\",\"Typically in a State in India, health visitors and supervisors include a number of job titles such as Female Health Supervisor, Block Health Visitor, District Public Health Officer, State Public Health Nursing Supervisor, Directors, Additional Directors, Deputy Directors and other officials in the State's Public Health System. \\nSource: http://www.iimahd.ernet.in/publications/data/2010-02-04Sharma.pdf\",\"Country Partnership Strategy for India \",\"Indian Nursing Council, Pharmacy Council of India.\\nDirectorate General of Health Services(C.B.H.I.)\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.9.xlsx\"\n\"IN.HLTH.MALARIA.CASES\",\"Malaria - Cases\",\"Reported cases of Malaria infection\",\"Country Partnership Strategy for India \",\" Source: Central Bureau of Health Intelligence, Ministry of Health & Family Welfare, India \\nTABLE 30.15: NUMBER OF CASES AND DEATHS DUE TO DISEASES\\nhttp://mospi.nic.in/Mospi_New/upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/Table 30.15.xls\"\n\"IN.HLTH.MALARIA.DEATH\",\"Malaria - Deaths\",\"Reported cases of Death due to Malaria\",\"Country Partnership Strategy for India \",\" Source: Central Bureau of Health Intelligence, Ministry of Health & Family Welfare, India \\nTABLE 30.15: NUMBER OF CASES AND DEATHS DUE TO DISEASES\\nhttp://mospi.nic.in/Mospi_New/upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/Table 30.15.xls\"\n\"IN.HLTH.SUBCTR.NUM\",\"Number of Sub-Centers (SCs)\",\"Structure for the Rural health Infastucture consists of 4 levels -- District Hospitals (DH), Community Health Centers (CHC), Primary Health Centers (PHC), and Sub-Centers (SC). The number of Sub-Centers (SCs) refers to public facilities. The number of Sub-Centers (SCs) refer to public facilities under the National Rural Health Mission (NRHM) and the National Urban Health Mission (NUHM) (see original source)\",\"Country Partnership Strategy for India \",\"Ministry of Health and Family Welfare, India.\\nhttp://mospi.nic.in/Mospi_New/Upload/SYB2014/CH-30-HEALTH AND FAMILY WELFARE/TABLE 30.6.xlsx\"\n\"IN.LABR.LABR.MYS\",\"Labor Force ages 15+ Rural & Urban: Mean Years of Schooling\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level All Levels\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.DIPL\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Diploma/Cert\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.HSCNDRY\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Hr. Secondary\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.MIDDL\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Middle\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.NOTLITRT\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Not Literate\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.PG\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Degree + Post Graduate\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.PRIMRY\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Literacy upto Primary\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.LABR.LFPR.TOTL.SCNDRY\",\"LFPR per 1000 for ages 15+ Rural & Urban: Level Secondary\",\"The labor force participation rate is the percentage of working-age persons in an economy who are employed, or are unemployed but looking for a job. Typically \\\"working-age persons\\\" is defined as people between the ages of 16-59. \\nThe estimates of LFPR in different approaches provide information on the following aspects:\\ni) number of persons in labour-force - i.e., employed or unemployed-- according to\\nusual principal status (PS) and according to the principal and subsidiary status (SS) taken together (PS+SS),\\nPeople in those age groups who are not counted as participating in the labor force are typically students, homemakers, and persons under the age of 59 who are retired.\\n\",\"Country Partnership Strategy for India \",\"Source: NSS Report NO:531:Employment and Unemployment Situtation in India, July-2007- June 2008, statement no:10.1, Chapter 3\\nDatabook for DCH; 18th December 2013\"\n\"IN.POV.HCR.EST.RURL\",\"Poverty HCR Estimates (%) - Rural\",\"Poverty Head Count Ratio is the percentage of the rural population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.\",\"Country Partnership Strategy for India \",\"Sources:\\n1. 1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\\n2. 2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\\n3. 2011-12 Estimate\"\n\"IN.POV.HCR.EST.TOTL\",\"Poverty HCR Estimates (%) - Total\",\"Poverty Head Count Ratio is the percentage of the total population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.\",\"Country Partnership Strategy for India \",\"Sources:\\n1. 1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\\n2. 2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\\n3. 2011-12 Estimate\"\n\"IN.POV.HCR.EST.URBN\",\"Poverty HCR Estimates (%) - Urban\",\"Poverty Head Count Ratio is the percentage of the urban population living below the poverty line estimated based on population-weighted subgroup estimates (rural and urban) from household surveys.\",\"Country Partnership Strategy for India \",\"Sources:\\n1. 1993-94 and 2004-05 Estimates: Press Note on Poverty Estimates, Planning Commission, Govt. of India, Jan 2011\\n2. 2009-10 Estimates: Press Note on Poverty Estimates, 2009-10, Planning Commission, Govt. of India March 2012\\n3. 2011-12 Estimate\"\n\"IN.POV.HH.DRKNGWATER\",\"Total households with drinking water facility\",\"Total households (HH) w/ drinking water facility (Excl. institutional HH)\",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India\"\n\"IN.POV.HH.DRKNGWATER.AWAY\",\"Availability of drinking water from a source away\",\"Distribution of households by availability of drinking water sources - away from premises\",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India\"\n\"IN.POV.HH.DRKNGWATER.NEAR\",\"Availability of drinking water source near the premises\",\"Distribution of households by availability of drinking water sources - near the premises\",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India\"\n\"IN.POV.HH.DRKNGWATER.WITHIN\",\"Availability of drinking water source within the premises\",\"Distribution of households by availability of drinking water sources - within the premises\",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, Government of India\"\n\"IN.POV.INF.MORTRATE\",\"Infant Mortality Rate (per 1,000)\",\"Infant Mortality Rate (IMR) per 1000: Infant mortality rate (IMR) is the number of deaths of children less than one year of age per 1000 live births. The rate for a given region is the number of children dying under one year of age, divided by the number of live births during the year, multiplied by 1,000.\",\"Country Partnership Strategy for India \",\"Source: SRS Bulletin, Registrar General, India, January 2011\"\n\"IN.POV.INF.MORTRATE.UNDR5\",\"Under 5 Mortality Rate (Per 1,000)\",\"Under 5 Mortality Rate per 1000 is the number of deaths of children less than five years of age per 1000 live births. The rate for a given region is the number of children dying under five years of age, divided by the number of live births during that period, multiplied by 1,000.\",\"Country Partnership Strategy for India \",\"Source: SRS Bulletin, Registrar General, India, January 2011\"\n\"IN.POV.LIT.RAT.FEMALE\",\"Literacy Rate Female (%)\",\"Percentage of female population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. \",\"Country Partnership Strategy for India \",\"Source: Census, Registrar General of India, Ministry of Home Affairs, India\"\n\"IN.POV.LIT.RAT.MALE\",\"Literacy Rate Male (%)\",\"Percentage of male population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. \",\"Country Partnership Strategy for India \",\"Source: Census, Registrar General of India, Ministry of Home Affairs, India\"\n\"IN.POV.LIT.RAT.TOTL\",\"Literacy Rate (%)\",\"Percentage of population age 7 and above who can read and write. For the purposes of census a person aged seven and above, who can both read and write with understanding in any language, is treated as literate. A person, who can only read but cannot write, is not literate. \",\"Country Partnership Strategy for India \",\"Source: Census, Registrar General of India, Ministry of Home Affairs, India\"\n\"IN.POV.LTRIN.POV.AWAY\",\"Latrine not available within premises\",\"Distribution of households by type of latrine facility - not available within premises \",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI\"\n\"IN.POV.LTRIN.POV.WITHIN\",\"Latrine facility available within premises\",\"Distribution of households by type of latrine facility - available within premises\",\"Country Partnership Strategy for India \",\"Source: Databook for DCH December 2013 (Page 330 of 333) - Planning Commission, GOI\"\n\"IN.TRANSPORT.NATLHWY.BELOWSTD\",\"National Highways (surfaced length) - Below standard single lane (KMs)\",\"National Highways: Arterial roads of the country for inter-state and strategic defense movements. \\nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.\",\"Country Partnership Strategy for India \",\" Source: Transport Research Wing, Ministry of Road Transport and Highways\\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls\"\n\"IN.TRANSPORT.NATLHWY.DBLLANE\",\"National Highways (surfaced length) - Standard double lane (KMs)\",\"National Highways: Arterial roads of the country for inter-state and strategic defense movements. \\nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.\",\"Country Partnership Strategy for India \",\" Source: Transport Research Wing, Ministry of Road Transport and Highways\\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls\"\n\"IN.TRANSPORT.NATLHWY.MULTLANE\",\"National Highways (surfaced length) - Standard multi lane (KMs)\",\"National Highways: Arterial roads of the country for inter-state and strategic defense movements. \\nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.\",\"Country Partnership Strategy for India \",\" Source: Transport Research Wing, Ministry of Road Transport and Highways\\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls\"\n\"IN.TRANSPORT.NATLHWY.ONELANESTD\",\"National Highways (surfaced length) - Standard single lane (KMs)\",\"National Highways: Arterial roads of the country for inter-state and strategic defense movements. \\nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.\",\"Country Partnership Strategy for India \",\" Source: Transport Research Wing, Ministry of Road Transport and Highways\\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls\"\n\"IN.TRANSPORT.NATLHWY.TOTL\",\"National Highways (surfaced length) - Total (KMs)\",\"National Highways: Arterial roads of the country for inter-state and strategic defense movements. \\nSurfaced Road: : A road with a hard smooth surface of bitumen or tar.\",\"Country Partnership Strategy for India \",\" Source: Transport Research Wing, Ministry of Road Transport and Highways\\nTable21.5-LENGTH OF NATIONAL AND STATE HIGHWAYS-BY WIDTH\\nHttp://mospi.nic.in/mospi_new/upload/SYB2014/CH-21-ROADS/Table 21.5.xls\"\n\"IN.TRANSPORT.RD.URBN\",\"Urban Roads (KMs)\",\"Length of Urban Roads (in KMs)\",\"Country Partnership Strategy for India \",\"Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\\nRoad Transport : Table 1B.3 : Statewise Rural Road Density Per 1000 Population\\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf\"\n\"IN.TRANSPORT.RD.URBN.SURFACED\",\"Urban Roads Surfaced (KMs)\",\"Length of Surfaced Urban Roads (in KMs)\",\"Country Partnership Strategy for India \",\"Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\\nRoad Transport : Table 1B.5 : Statewise Rural Road Density Per 1000 Population\\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf\"\n\"IN.TRANSPORT.RDCRASH.INJURD.NUM\",\"Number of seriously injured in road traffic crashes\",\"Number of seriously injured in road traffic crashes\",\"Country Partnership Strategy for India \",\"Source: Ministry of Road Transport and Highways (2011)\"\n\"IN.TRANSPORT.RDCRASH.NUM\",\"Number of road crashes\",\"Number of road crashes\",\"Country Partnership Strategy for India \",\"Source: Ministry of Road Transport and Highways (2011)\"\n\"IN.TRANSPORT.RURLRD.DENSIT\",\"Rural Road Density (KMs/1000 Population)\",\"Rural roads density is measured in KMs of rural roads in the area (State, District) divided by population in thousands in that area (State, District)\\nRural roads are roads within a district for which the specifications are lower than for district roads. \",\"Country Partnership Strategy for India \",\"Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\\nRoad Transport : Table 1A.10 : Statewise Rural Road Density Per 1000 Population\\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf\"\n\"IN.TRANSPORT.TRAFDEATH.NUM\",\"Number of road traffic deaths\",\"Number of road traffic deaths\",\"Country Partnership Strategy for India \",\"Source: Ministry of Road Transport and Highways (2011)\"\n\"IN.TRANSPORT.URBNRD.DENSIT\",\"Urban Road Density (KMs Per 1000 Population)\",\"Urban roads density is measured in KMs of Urban roads in the area (State, District) divided by population in thousands in that area (State, District)\\nUrban roads are roads within a limits of a Municipality, Military Cantonment, Port o a Railway Authority.\",\"Country Partnership Strategy for India \",\"Source: Transport and Research Wing, Ministry of Road Transport and Highways, India\\nRoad Transport : Table 1A.8 : Statewise Rural Road Density Per 1000 Population\\nhttp://mospi.nic.in/Mospi_New/upload/Infra_stat_2010/1.ch_road.pdf\"\n\"INONFUEL\",\"Non-energy commodities, 2000=100, current$\",\"Non-energy index, a Laspeyres Index with fixed weights based on 2002-2004 average developing countries export values, for 34 commodities contain in the agriculture, fertilizer, and metals and minerals indices.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IOTHERFOOD\",\"Agr: Food: Other food, 2000=100, current$\",\"Other food index includes bananas, beef, chicken meat, oranges and sugar.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IOTHERRAWMAT\",\"Agr: Raw:2 Oth raw materials, 2000=100, current$\",\"Other raw materials index includes cotton, natural rubber and tobacco.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IP.JRN.ARTC.SC\",\"Scientific and technical journal articles\",\"Scientific and technical journal articles refer to the number of scientific and engineering articles published in the following fields: physics, biology, chemistry, mathematics, clinical medicine, biomedical research, engineering and technology, and earth and space sciences.\",\"World Development Indicators\",\"National Science Foundation, Science and Engineering Indicators.\"\n\"IP.PAT.NRES\",\"Patent applications, nonresidents\",\"Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.\",\"World Development Indicators\",\"World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.\"\n\"IP.PAT.RESD\",\"Patent applications, residents\",\"Patent applications are worldwide patent applications filed through the Patent Cooperation Treaty procedure or with a national patent office for exclusive rights for an invention--a product or process that provides a new way of doing something or offers a new technical solution to a problem. A patent provides protection for the invention to the owner of the patent for a limited period, generally 20 years.\",\"World Development Indicators\",\"World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.\"\n\"IP.TMK.NRES\",\"Trademark applications, direct nonresident\",\"Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct nonresident trademark applications are those filed by applicants from abroad directly at a given national IP office.\",\"World Development Indicators\",\"World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.\"\n\"IP.TMK.RESD\",\"Trademark applications, direct resident\",\"Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees. Direct resident trademark applications are those filed by domestic applicants directly at a given national IP office.\",\"World Development Indicators\",\"World Intellectual Property Organization (WIPO), WIPO Patent Report: Statistics on Worldwide Patent Activity. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.\"\n\"IP.TMK.TOTL\",\"Trademark applications, total\",\"Trademark applications filed are applications to register a trademark with a national or regional Intellectual Property (IP) office. A trademark is a distinctive sign which identifies certain goods or services as those produced or provided by a specific person or enterprise. A trademark provides protection to the owner of the mark by ensuring the exclusive right to use it to identify goods or services, or to authorize another to use it in return for payment. The period of protection varies, but a trademark can be renewed indefinitely beyond the time limit on payment of additional fees.\",\"World Development Indicators\",\"World Intellectual Property Organization (WIPO), World Intellectual Property Indicators and www.wipo.int/econ_stat. The International Bureau of WIPO assumes no responsibility with respect to the transformation of these data.\"\n\"IPTOTNSKD\",\"Industrial Production, constant US$\",\"An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, and not seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"IPTOTSAKD\",\"Industrial Production, constant US$, seas. adj.\",\"An economic indicator that measures changes in output for the industrial sector of the economy. The industrial sector includes manufacturing, mining, and utilities. Data is in constant US$, seasonally adjusted. The base year is 2005.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"IQ.BTI.STTS.XQ\",\"State institutions with adequately established/differentiated power structure index (1=lowest; 10=highest)\",\"State institutions with adequately established/differentiated power structure index (1=lowest; 10=highest) is a composite indicator (Bertelsmann Transformation Index) that combines stateness and rule of law categories--about 8 indicators are aggregated. Stateness focuses on the existence of adequately established and differentiated power structures in the country, while rule of law focuses on the existence of check and balance mechanisms that can monitor each other and ensure enforcement of civil rights.\",\"Corporate Scorecard\",\"World Bank staff estimates from Bertelsmann Transformation Index.\"\n\"IQ.CPA.BREG.XQ\",\"CPIA business regulatory environment rating (1=low to 6=high)\",\"Business regulatory environment assesses the extent to which the legal, regulatory, and policy environments help or hinder private businesses in investing, creating jobs, and becoming more productive.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.DEBT.XQ\",\"CPIA debt policy rating (1=low to 6=high)\",\"Debt policy assesses whether the debt management strategy is conducive to minimizing budgetary risks and ensuring long-term debt sustainability.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.ECON.XQ\",\"CPIA economic management cluster average (1=low to 6=high)\",\"The economic management cluster includes macroeconomic management, fiscal policy, and debt policy.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.ENVR.XQ\",\"CPIA policy and institutions for environmental sustainability rating (1=low to 6=high)\",\"Policy and institutions for environmental sustainability assess the extent to which environmental policies foster the protection and sustainable use of natural resources and the management of pollution.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.FINQ.XQ\",\"CPIA quality of budgetary and financial management rating (1=low to 6=high)\",\"Quality of budgetary and financial management assesses the extent to which there is a comprehensive and credible budget linked to policy priorities, effective financial management systems, and timely and accurate accounting and fiscal reporting, including timely and audited public accounts.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.FINS.XQ\",\"CPIA financial sector rating (1=low to 6=high)\",\"Financial sector assesses the structure of the financial sector and the policies and regulations that affect it.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.FISP.XQ\",\"CPIA fiscal policy rating (1=low to 6=high)\",\"Fiscal policy assesses the short- and medium-term sustainability of fiscal policy (taking into account monetary and exchange rate policy and the sustainability of the public debt) and its impact on growth.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.GNDR.XQ\",\"CPIA gender equality rating (1=low to 6=high)\",\"Gender equality assesses the extent to which the country has installed institutions and programs to enforce laws and policies that promote equal access for men and women in education, health, the economy, and protection under law.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.HRES.XQ\",\"CPIA building human resources rating (1=low to 6=high)\",\"Building human resources assesses the national policies and public and private sector service delivery that affect the access to and quality of health and education services, including prevention and treatment of HIV/AIDS, tuberculosis, and malaria.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.IRAI.XQ\",\"IDA resource allocation index (1=low to 6=high)\",\"IDA Resource Allocation Index is obtained by calculating the average score for each cluster and then by averaging those scores. For each of 16 criteria countries are rated on a scale of 1 (low) to 6 (high).\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.MACR.XQ\",\"CPIA macroeconomic management rating (1=low to 6=high)\",\"Macroeconomic management assesses the monetary, exchange rate, and aggregate demand policy framework.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.PADM.XQ\",\"CPIA quality of public administration rating (1=low to 6=high)\",\"Quality of public administration assesses the extent to which civilian central government staff is structured to design and implement government policy and deliver services effectively.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.PRES.XQ\",\"CPIA equity of public resource use rating (1=low to 6=high)\",\"Equity of public resource use assesses the extent to which the pattern of public expenditures and revenue collection affects the poor and is consistent with national poverty reduction priorities.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.PROP.XQ\",\"CPIA property rights and rule-based governance rating (1=low to 6=high)\",\"Property rights and rule-based governance assess the extent to which private economic activity is facilitated by an effective legal system and rule-based governance structure in which property and contract rights are reliably respected and enforced.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.PROT.XQ\",\"CPIA social protection rating (1=low to 6=high)\",\"Social protection and labor assess government policies in social protection and labor market regulations that reduce the risk of becoming poor, assist those who are poor to better manage further risks, and ensure a minimal level of welfare to all people.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.PUBS.XQ\",\"CPIA public sector management and institutions cluster average (1=low to 6=high)\",\"The public sector management and institutions cluster includes property rights and rule-based governance, quality of budgetary and financial management, efficiency of revenue mobilization, quality of public administration, and transparency, accountability, and corruption in\\nthe public sector.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.REVN.XQ\",\"CPIA efficiency of revenue mobilization rating (1=low to 6=high)\",\"Efficiency of revenue mobilization assesses the overall pattern of revenue mobilization--not only the de facto tax structure, but also revenue from all sources as actually collected.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.SOCI.XQ\",\"CPIA policies for social inclusion/equity cluster average (1=low to 6=high)\",\"The policies for social inclusion and equity cluster includes gender equality, equity of public resource use, building human resources, social protection and labor, and policies and institutions for environmental sustainability.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.STRC.XQ\",\"CPIA structural policies cluster average (1=low to 6=high)\",\"The structural policies cluster includes trade, financial sector, and business regulatory environment.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.TRAD.XQ\",\"CPIA trade rating (1=low to 6=high)\",\"Trade assesses how the policy framework fosters trade in goods.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.CPA.TRAN.XQ\",\"CPIA transparency, accountability, and corruption in the public sector rating (1=low to 6=high)\",\"Transparency, accountability, and corruption in the public sector assess the extent to which the executive can be held accountable for its use of funds and for the results of its actions by the electorate and by the legislature and judiciary, and the extent to which public employees within the executive are required to account for administrative decisions, use of resources, and results obtained. The three main dimensions assessed here are the accountability of the executive to oversight institutions and of public employees for their performance, access of civil society to information on public affairs, and state capture by narrow vested interests.\",\"World Development Indicators\",\"World Bank Group, CPIA database (http://www.worldbank.org/ida).\"\n\"IQ.FRH.GEFF.XQ\",\"Effective and accountable government index (0=lowest; 7=highest)\",\"Effective and accountable government index (0=lowest; 7=highest) is a Freedom House indicator that attempts to capture how resources are managed using the following questions: (1) Are the executive, legislative, and judicial branches of government able to oversee the actions of one another and hold each other accountable for any excessive exercise of power? (2) Does the state system ensure that people's political choices are free from domination by the specific interests of power groups (e.g., the military, foreign powers, totalitarian parties, regional hierarchies, and/or economic oligarchies)? (3) Is the civil service selected, promoted, and dismissed on the basis of open competition and by merit? (4) Is the state engaged in issues reflecting the interests of women; ethnic, religious, and other distinct groups; and disabled people?\",\"Corporate Scorecard\",\"World Bank staff estimates from Freedom House data.\"\n\"IQ.GII.INFO.XQ\",\"Public access to information index (0=lowest; 100=highest)\",\"Public access to information index (0=lowest; 100=highest) is a Global Integrity indicator that captures the in law and in practice status of access to information in a country.\",\"Corporate Scorecard\",\"World Bank staff estimates from Global Integrity Index.\"\n\"IQ.SCI.MTHD\",\"Methodology assessment of statistical capacity (scale 0 - 100)\",\"The Methodology score measures a country's ability fo adhere to internationally recommended standards and methods.\",\"World Development Indicators\",\"World Bank\"\n\"IQ.SCI.OVRL\",\"Overall level of statistical capacity (scale 0 - 100)\",\"The Statistical Capacity Indicator provides an overview of the capacity of a country's national statistical system based on a diagnostic framework thereby assessing three dimensions: Methodology, Source Data, and Periodicity and Timeliness.\",\"World Development Indicators\",\"World Bank\"\n\"IQ.SCI.PRDC\",\"Periodicity and timeliness assessment of statistical capacity (scale 0 - 100)\",\"The Periodicity score measures the availability and periodicity of key socioeconomic indicators.\",\"World Development Indicators\",\"World Bank\"\n\"IQ.SCI.SRCE\",\"Source data assessment of statistical capacity (scale 0 - 100)\",\"The Source Data score measures whether a country conducts data collection activities in line with internationally recommended periodicity, and whether data from administrative systems are available and reliable for statistical estimation purposes. \",\"World Development Indicators\",\"World Bank\"\n\"IQ.WEF.CUST.XQ\",\"Burden of customs procedure, WEF (1=extremely inefficient to 7=extremely efficient)\",\"Burden of Customs Procedure measures business executives' perceptions of their country's efficiency of customs procedures. The rating ranges from 1 to 7, with a higher score indicating greater efficiency. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Respondents evaluated the efficiency of customs procedures in their country. The lowest score (1) rates the customs procedure as extremely inefficient, and the highest score (7) as extremely efficient.\",\"World Development Indicators\",\"World Economic Forum, Global Competiveness Report and data files.\"\n\"IQ.WEF.PORT.XQ\",\"Quality of port infrastructure, WEF (1=extremely underdeveloped to 7=well developed and efficient by international standards)\",\"The Quality of Port Infrastructure measures business executives' perception of their country's port facilities. Data are from the World Economic Forum's Executive Opinion Survey, conducted for 30 years in collaboration with 150 partner institutes. The 2009 round included more than 13,000 respondents from 133 countries. Sampling follows a dual stratification based on company size and the sector of activity. Data are collected online or through in-person interviews. Responses are aggregated using sector-weighted averaging. The data for the latest year are combined with the data for the previous year to create a two-year moving average. Scores range from 1 (port infrastructure considered extremely underdeveloped) to 7 (port infrastructure considered efficient by international standards). Respondents in landlocked countries were asked how accessible are port facilities (1 = extremely inaccessible; 7 = extremely accessible).\",\"World Development Indicators\",\"World Economic Forum, Global Competiveness Report.\"\n\"IR10Y\",\"Interest Rates (10YR)\",\"A country's bond yield with a 10 year maturity\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"IRAW_MATERIAL\",\"Agr: Raw materials, 2000=100, current$\",\"Agricultural raw materials index includes timber and other raw materials.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"IRON_ORE\",\"Iron ore, cents/dmtu, current$\",\"Iron ore (Brazil), VALE (formerly CVRD) Carajas sinter feed, contract price, f.o.b. Ponta da Madeira. Unit dry metric ton unit (dmtu) stands for mt 1% Fe-unit. Prior to year 2010 annual contract prices.\",\"Global Economic Monitor (GEM) Commodities\",\"Vale; CVRD; UNCTAD; World Bank.\"\n\"IRON_ORE_SPOT\",\"Iron ore, $/dmt, current$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"IRSPREAD\",\"Sovereign Bond Interest Rate Spreads, basis points over US Treasuries\",\"\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"IS.AIR.DPRT\",\"Air transport, registered carrier departures worldwide\",\"Registered carrier departures worldwide are domestic takeoffs and takeoffs abroad of air carriers registered in the country.\",\"World Development Indicators\",\"International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.\"\n\"IS.AIR.GOOD.MT.K1\",\"Air transport, freight (million ton-km)\",\"Air freight is the volume of freight, express, and diplomatic bags carried on each flight stage (operation of an aircraft from takeoff to its next landing), measured in metric tons times kilometers traveled.\",\"World Development Indicators\",\"International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.\"\n\"IS.AIR.PSGR\",\"Air transport, passengers carried\",\"Air passengers carried include both domestic and international aircraft passengers of air carriers registered in the country.\",\"World Development Indicators\",\"International Civil Aviation Organization, Civil Aviation Statistics of the World and ICAO staff estimates.\"\n\"IS.ROD.ALLS.ZS\",\"Access to an all-season road (% of rural population)\",\"Access to an all-season road is measured as the proportion of rural people who live within 2 kilometers (typically equivalent to a 20-minute walk) of an all-season road. An all-season road is a road that is motorable all year by the prevailing means of rural transport (often a pick-up or a truck which does not have four-wheel-drive). Predictable interruptions of short duration during inclement weather (e.g. heavy rainfall) are acceptable, particularly on low volume roads. The preferred approach to measuring this indicator is by analysis of household surveys that include appropriate questions about access to transport.\",\"International Development Association - Results Measurement System\",\"Compiled by World Bank staff from household surveys, specifically Living Standard Measurement Surveys (LSMS), Income/Expenditure Household Surveys (IES), Poverty Surveys (PS) and Core Welfare Indicators Questionnaires (CWIQ) carried out between 1994 to 2003.\"\n\"IS.RRS.GOOD.MT.K6\",\"Railways, goods transported (million ton-km)\",\"Goods transported by railway are the volume of goods transported by railway, measured in metric tons times kilometers traveled.\",\"World Development Indicators\",\"World Bank, Transportation, Water, and Information and Communications Technologies Department, Transport Division.\"\n\"IS.RRS.PASG.KM\",\"Railways, passengers carried (million passenger-km)\",\"Passengers carried by railway are the number of passengers transported by rail times kilometers traveled.\",\"World Development Indicators\",\"World Bank, Transportation, Water, and Information and Communications Technologies Department, Transport Division.\"\n\"IS.RRS.TOTL.KM\",\"Rail lines (total route-km)\",\"Rail lines are the length of railway route available for train service, irrespective of the number of parallel tracks.\",\"World Development Indicators\",\"World Bank, Transportation, Water, and Information and Communications Technologies Department, Transport Division.\"\n\"IS.SHP.GCNW.XQ\",\"Liner shipping connectivity index (maximum value in 2004 = 100)\",\"The Liner Shipping Connectivity Index captures how well countries are connected to global shipping networks. It is computed by the United Nations Conference on Trade and Development (UNCTAD) based on five components of the maritime transport sector: number of ships, their container-carrying capacity, maximum vessel size, number of services, and number of companies that deploy container ships in a country's ports. For each component a country's value is divided by the maximum value of each component in 2004, the five components are averaged for each country, and the average is divided by the maximum average for 2004 and multiplied by 100. The index generates a value of 100 for the country with the highest average index in 2004. . The underlying data come from Containerisation International Online.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Review of Maritime Transport 2010.\"\n\"IS.SHP.GOOD.TU\",\"Container port traffic (TEU: 20 foot equivalent units)\",\"Port container traffic measures the flow of containers from land to sea transport modes., and vice versa, in twenty-foot equivalent units (TEUs), a standard-size container. Data refer to coastal shipping as well as international journeys. Transshipment traffic is counted as two lifts at the intermediate port (once to off-load and again as an outbound lift) and includes empty units.\",\"World Development Indicators\",\"Containerisation International, Containerisation International Yearbook.\"\n\"IT.CEL.SETS\",\"Mobile cellular subscriptions\",\"Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.CEL.SETS.P2\",\"Mobile cellular subscriptions (per 100 people)\",\"Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.CEL.SETS.P3\",\"Mobile phone subscribers (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Mobile telephone subscribers are subscribers to a public mobile telephone service using cellular technology.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.3MIN.CD.OP\",\"Mobile cellular - price of 3-minute local call (off-peak rate - current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.3MIN.CD.PK\",\"Mobile cellular - price of 3-minute local call (peak rate - current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.3MIN.CN.OP\",\"Mobile cellular - price of 3-minute local call (off-peak rate - current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute off-peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.3MIN.CN.PK\",\"Mobile cellular - price of 3-minute local call (peak rate - current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. The price of a three minute peak rate call from a mobile cellular telephone to a mobile cellular subscriber of the same network. A note indicates whether taxes are included (preferred) or not, or if the price refers to a pre-paid or post-paid subscription. This indicator is expressed in national currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.MSUB.CD\",\"Mobile cellular monthly subscription (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.MSUB.CN\",\"Mobile cellular monthly subscription (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. The monthly subscription charge for mobile cellular service. Due to the variety of plans available in many countries, it is preferable to use the tariff with the cheapest initiation/connection charge. If prepaid services are used (for those countries that have more prepaid than post-paid subscribers), the monthly subscription charge would be zero. If the plan includes free minutes, this should be put in a note. A note should indicate whether taxes are included (preferred) or not and what the rate is. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.PO.CONN.CD\",\"Mobile cellular postpaid connection charge (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.PO.CONN.CN\",\"Mobile cellular postpaid connection charge (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.PR.CONN.CD\",\"Mobile cellular prepaid connection charge (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CELL.PR.CONN.CN\",\"Mobile cellular prepaid connection charge (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. The initial, one-time charge for a new postpaid subscription. Refundable deposits should not be counted. Although some operators waive the connection charge, this does not include the cost of the Subscriber Identity Module (SIM) card. The price of the SIM card should be included in the connection charge. It should also be noted if free minutes or free SMS are included in the connection charge. Taxes should be included. If not included, it should be specified in a note including the tax rate applicable. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.CMP.PCMP.P2\",\"Personal computers (per 100 people)\",\"Personal computers are self-contained computers designed to be used by a single individual.\",\"Education Statistics\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.MLT.3MIN.CD.OP\",\"Price of a 3-minute fixed telephone local call (off-peak rate - current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.3MIN.CD.PK\",\"Price of a 3-minute fixed telephone local call (peak rate - current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.3MIN.CD.US\",\"Telephone average cost of call to US (US$ per three minutes)\",\"Cost of international call to U.S. is the cost of a three-minute, peak rate, fixed line call from the country to the United States.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.MLT.3MIN.CN.OP\",\"Price of a 3-minute fixed telephone local call (off-peak rate - current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Local call refers to the cost of an off-peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in national currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.3MIN.CN.PK\",\"Price of a 3-minute fixed telephone local call (peak rate - current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Local call refers to the cost of peak rate 3-minute call within the same exchange area using the subscriber's own terminal (i.e., not from a public telephone). This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.BCONN.CD\",\"Business telephone connection charge (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.BCONN.CN\",\"Business telephone connection charge (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Installation (or connection) refers to the one-off charge involved in applying for business basic telephone service. Where there are different charges for different exchange areas, the charge for the largest urban area should be used and specified in a note. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.BSUB.CD\",\"Business telephone monthly subscription (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN in US$. The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.BSUB.CN\",\"Business telephone monthly subscription (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.CONN.CD\",\"Residential telephone connection charge (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.CONN.CN\",\"Residential telephone connection charge (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Installation refers to the one time charge involved in applying for basic telephone service for business purposes. Where there are different charges for different exchange areas, the charge is generally for the largest urban area unless otherwise noted. This indicator is expressed in national currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.FALT.CL\",\"Telephone faults cleared by next working day (%)\",\"Telephone faults cleared by next working day are the percentage of faults in the public switched telephone network that have been corrected by the end of the next working day.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.FALT.M2\",\"Telephone faults (per 100 mainlines)\",\"Telephone mainline faults is the number of reported telephone faults for the year per 100 telephone mainlines.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.MLT.INVS.CD\",\"Fixed telephone service investment (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Annual investment on equipment for fixed telephone service. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.INVS.CN\",\"Fixed telephone service investment (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Annual investment on equipment for fixed telephone service. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.MAIN\",\"Fixed telephone subscriptions\",\"Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.MLT.MAIN.P2\",\"Fixed telephone subscriptions (per 100 people)\",\"Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.MLT.MAIN.P3\",\"Telephone mainlines (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Telephone mainlines are fixed telephone lines connecting a subscriber to the telephone exchange equipment. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.REVN.CD\",\"Revenue from fixed telephone service (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Revenue received from fixed telephone connection, subscription and calls. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"\\\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\\r\\\"\"\n\"IT.MLT.REVN.CN\",\"Revenue from fixed telephone service (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Revenue received from fixed telephone connection, subscription and calls. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"\\\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\\r\\\"\"\n\"IT.MLT.RSUB.CD\",\"Residential monthly telephone subscription (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MLT.RSUB.CN\",\"Residential monthly telephone subscription (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Monthly subscription refers to the recurring fixed charge for subscribing to the PSTN. The charge should cover the rental of the line, but not the rental of the terminal (e.g., telephone set) where the terminal equipment market is liberalized. Separate charges should be stated where appropriate, for first and subsequent lines. If the rental charge includes any allowance for free or reduced rate call units, this should be indicated. If there are different charges for different exchange areas, the largest urban area should be used and specified in a note. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MOB.COV.ZS\",\"Population coverage of mobile cellular telephony (%)\",\"Please cite the International Telecommunication Union for third-party use of these data. Percentage of population covered by mobile cellular telephony refers to the percentage of a country’s inhabitants that live within areas served by a mobile cellular signal, irrespective of whether or not they choose to use it. This should not be confused with the percentage of the land area covered by a mobile cellular signal or the percentage of the population that subscribe to mobile cellular service. Note that this measures the theoretical ability to use mobile cellular services if one has a cellular telephone and a subscription. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MOB.INVS.CD\",\"Mobile communication investment (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Annual investment on equipment for mobile communication networks. Data is in US dollar. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MOB.INVS.CN\",\"Mobile communication investment (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Annual investment on equipment for mobile communication networks. Data are in current local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.MOB.REVN.CD\",\"Revenue from mobile communication (current US$)\",\"Please cite the International Telecommunication Union for third-party use of these data. Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging. This indicator is expressed in US \",\"Africa Development Indicators\",\"\\\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\\r\\\"\"\n\"IT.MOB.REVN.CN\",\"Revenue from mobile communication (current LCU)\",\"Please cite the International Telecommunication Union for third-party use of these data. Revenues from the provision of all types of mobile communications services such cellular, private trunked radio and radio paging. This indicator is expressed in loc\",\"Africa Development Indicators\",\"\\\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\\r\\\"\"\n\"IT.NET.BBND\",\"Fixed broadband subscriptions\",\"Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.NET.BBND.P2\",\"Fixed broadband subscriptions (per 100 people)\",\"Fixed broadband subscriptions refers to fixed subscriptions to high-speed access to the public Internet (a TCP/IP connection), at downstream speeds equal to, or greater than, 256 kbit/s. This includes cable modem, DSL, fiber-to-the-home/building, other fixed (wired)-broadband subscriptions, satellite broadband and terrestrial fixed wireless broadband. This total is measured irrespective of the method of payment. It excludes subscriptions that have access to data communications (including the Internet) via mobile-cellular networks. It should include fixed WiMAX and any other fixed wireless technologies. It includes both residential subscriptions and subscriptions for organizations.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.NET.BBND.P3\",\"Broadband subscribers (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Broadband subscribers are the total number of broadband subscribers with a digital subscriber line, cable modem, or other high-speed technologies. Reporting countries may have different definitions of broadband, so data are not strictly comparable across countries.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.BNDW\",\"International Internet bandwidth (Mbps)\",\"International Internet bandwidth is the contracted capacity of international connections between countries for transmitting Internet traffic.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and TeleGeography.\"\n\"IT.NET.BNDW.PC\",\"International Internet bandwidth (bits per person)\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.NET.CONN.CD\",\"Fixed broadband Internet connection charge (current US$)\",\"Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired) broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.CONN.CN\",\"Fixed broadband Internet connection charge (current LCU)\",\"Fixed (Wired) broadband Internet connection charge is the initial, one-time charge for a new fixed (wired) broadband Internet connection. The tariffs should represent the cheapest fixed (wired) broadband entry plan. Refundable deposits should not be counted. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.SECR\",\"Secure Internet servers\",\"Secure servers are servers using encryption technology in Internet transactions.\",\"World Development Indicators\",\"Netcraft (http://www.netcraft.com/).\"\n\"IT.NET.SECR.P6\",\"Secure Internet servers (per 1 million people)\",\"Secure servers are servers using encryption technology in Internet transactions.\",\"World Development Indicators\",\"Netcraft (http://www.netcraft.com/) and World Bank population estimates.\"\n\"IT.NET.SUB.CD\",\"Fixed broadband Internet monthly subscription (current US$)\",\"Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in local currency. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.SUB.CN\",\"Fixed broadband Internet monthly subscription (current LCU)\",\"Fixed (Wired) broadband Internet monthly subscription is the monthly subscription charge for fixed (wired) broadband Internet service. Fixed (wired) broadband is considered any dedicated connection to the Internet at downstream speeds equal to, or greater than, 256 kbit/s, using DSL. Where several offers are available, preference should be given to the 256 kbit/s connection. Taxes should be included. If not included, it should be specified in a note including the applicable tax rate. This indicator is expressed in US dollars. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.USER\",\"Internet users\",\"Internet users are people with access to the worldwide network.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.NET.USER.P2\",\"Internet users (per 100 people)\",\"Internet users are individuals who have used the Internet (from any location) in the last 12 months. Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.\",\"World Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.NET.USER.P3\",\"Internet users (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Internet users are people with access to the worldwide network.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.NET.USER.ZS\",\"Individuals using the Internet (% of population)\",\"Individuals using the Internet refers to the percentage of individuals who have used the Internet (from any location) in the last 12 months. Internet can be used via a computer, mobile phone, personal digital assistant, games machine, digital TV etc.\",\"Sustainable Development Goals \",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.PAY.PHONES\",\"Public payphones\",\"Please cite the International Telecommunication Union for third-party use of these data. Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of \\\"payphone\\\" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.PAY.PHONES.P3\",\"Public payphones (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Total number of all types of public telephones, including coin- and card-operated and public telephones in call offices. Publicly available phones installed in private places should also be included, as should mobile public telephones. All public telephones regardless of capability (e.g., local calls or national only) should be counted. If the national definition of \\\"payphone\\\" differs from that above (e.g., by excluding pay phones in private places), then respondents should indicate their own definition. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.PC.HOUS.ZS\",\"Homes with a personal computer (%)\",\"Please cite the International Telecommunication Union for third-party use of these data. The proportion of households with a computer is calculated by dividing the number of in-scope households with a computer by the total number of inscope households.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.PRT.NEWS.P3\",\"Daily newspapers (per 1,000 people)\",\"Daily newspapers refer to those published at least four times a week and calculated as average circulation (or copies printed) per 1,000 people.\",\"Jobs for Knowledge Platform\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"IT.RAD.HOUS.ZS\",\"Households with a radio (%)\",\"Please cite the International Telecommunication Union for third-party use of these data. The proportion of households with a radio is calculated by dividing the number of in-scope households with a radio by the total number of inscope Households. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.RAD.SETS\",\"Number of radio sets \",\"Please cite the International Telecommunication Union for third-party use of these data. The total number of radio sets. A radio set is a device capable of receiving broadcast radio signals, using popular frequencies, such as FM, AM, LW and SW. A radio set may be a stand-alone device, or it may be integrated into another device, such as a Walkman, a car or an alarm clock. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.RAD.SETS.P3\",\"Radio sets (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Radio sets per 1000 inhabitants is obtained by dividing the number of radio sets in use by the population and multiplying by 1000. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.TEL.HOUS.ZS\",\"Households with a telephone (%)\",\"Please cite the International Telecommunication Union for third-party use of these data. This percentage is obtained by dividing the number of main (fixed) lines serving households (i.e., lines which are not used for business, government or other professional purposes or as public telephone stations) by the total number of main lines. Respondents should indicate the definition of households that is being applied, and the source of this definition.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.TEL.INVS.CD\",\"Total annual investment in telecom (current US$)\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.TEL.INVS.CN\",\"Telecommunications investment (current LCU)\",\"Telecommunications investment refers to the expenditure associated with acquiring the ownership of telecommunication equipment infrastructure (including supporting land and buildings and intellectual and non-tangible property such as computer software). These include expenditure on initial installations and on additions to existing installations.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.TEL.INVS.RV.ZS\",\"Telecommunications investment (% of revenue)\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.TEL.REVN.CD\",\"Total revenue from all telecommunication services (current US$)\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.TEL.REVN.CN\",\"Telecommunications revenue (current LCU)\",\"Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.TEL.REVN.GD.ZS\",\"Telecommunications revenue (% GDP)\",\"Telecommunications revenue is the revenue from the provision of telecommunications services such as fixed-line, mobile, and data.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"IT.TEL.TOTL\",\"Mobile and fixed-line telephone subscribers\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.TEL.TOTL.P2\",\"Fixed line and mobile cellular subscriptions (per 100 people)\",\"Fixed line and mobile cellular subscriptions are total telephone subscriptions (fixed line plus mobile). Fixed telephone subscriptions refers to the sum of active number of analogue fixed telephone lines, voice-over-IP (VoIP) subscriptions, fixed wireless local loop (WLL) subscriptions, ISDN voice-channel equivalents and fixed public payphones. Mobile cellular telephone subscriptions are subscriptions to a public mobile telephone service that provide access to the PSTN using cellular technology. The indicator includes (and is split into) the number of postpaid subscriptions, and the number of active prepaid accounts (i.e. that have been used during the last three months). The indicator applies to all mobile cellular subscriptions that offer voice communications. It excludes subscriptions via data cards or USB modems, subscriptions to public mobile data services, private trunked mobile radio, telepoint, radio paging and telemetry services.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database.\"\n\"IT.TEL.TOTL.P3\",\"Telephone (mainlines and mobile phone) subscribers (per 1,000 people)\",\"Please cite the International Telecommunication Union for third-party use of these data. Fixed lines are telephone mainlines connecting a customer's equipment to the public switched telephone network. Mobile phone subscribers refer to users of portable telephones subscribing to an automatic public mobile telephone service using cellular technology that provides access to the public switched telephone network.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.TEL.UNMT.ZS\",\"Unmet demand (% of waiting list to number main fixed telephone lines in operation)\",\"Unmet demand is unmet applications for connection to the public switched telephone network that have had to be held over owing to a lack of technical facilities (equipment, lines, and the like) divided by the number of main telephone lines in operation. \",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication Development Report and database, and World Bank estimates.\"\n\"IT.TELC.IM.CD\",\"Telecommunication equipment - import (current US$)\",\"They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars. \",\"Africa Development Indicators\",\"The United Nations. \"\n\"IT.TELC.XP.CD\",\"Telecommunication equipment - export (current US$)\",\"They are aggregated from the following Standard International Trade Classification (SITC) subgroupings: (1) 764.1 Electrical apparatus for line telephony or line telegraphy (including such apparatus for carrier-current line systems). Telephone sets; teleprinters; telephonic or telegraphic switching apparatus; other apparatus for carrier-current line systems; other telephonic or telegraphic apparatus. (2) 764.3 Transmission apparatus for radio-telephony, radio-telegraphy, radio-broadcasting or television, whether or not incorporating reception apparatus or sound-recording or reproducing apparatus. Transmission apparatus; transmission apparatus incorporating reception apparatus. (3) 762.81 reception apparatus for radio-telephony or radio-telegraphy; and (4) Parts and accessories suitable for use solely or principally with the apparatus of sub-group 764.1. Expressed in US dollars. \",\"Africa Development Indicators\",\"The United Nations.\"\n\"IT.TVS.HOUS.ZS\",\"Households with television (%)\",\"Households with television are the share of households with a television set. Some countries report only the number of households with a color television set, and therefore the true number may be higher than reported.\",\"Africa Development Indicators\",\"International Telecommunication Union, World Telecommunication/ICT Development Report and database, and World Bank estimates.\"\n\"ITIMBER\",\"Agr: Raw:1 Timber, 2000=100, current$\",\"Timber index includes tropical hard logs and sawnwood.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KALUMINUM\",\"Aluminum, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KBANANA_EU\",\"Bananas, EU, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KBANANA_US\",\"Bananas, US, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KBARLEY\",\"Barley, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KBEEF\",\"Meat, beef, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCHICKEN\",\"Meat, chicken, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOAL_AUS\",\"Coal, Australia, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOAL_COL\",\"Coal, Colombian, $/mt, real 2010$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KCOAL_SAFRICA\",\"Coal, South African, $/mt, real 2010$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KCOCOA\",\"Cocoa, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOCONUT_OIL\",\"Coconut oil, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOFFEE_ARABIC\",\"Coffee, Arabica, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOFFEE_ROBUS\",\"Coffee, Robusta, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOPPER\",\"Copper, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOPRA\",\"Copra, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCOTTON_A_INDX\",\"Cotton, A Index, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCRUDE_BRENT\",\"Crude oil, Brendt, $/bbl, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCRUDE_DUBAI\",\"Crude oil, Dubai, $/bbl, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCRUDE_PETRO\",\"Crude oil, avg, spot, $/bbl, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KCRUDE_WTI\",\"Crude oil, WTI, $/bbl, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KDAP\",\"DAP, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KFISH_MEAL\",\"Fishmeal, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KGOLD\",\"Gold, $/toz, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KGRNUT_OIL\",\"Groundnut oil, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIAGRICULTURE\",\"Agriculture, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIBEVERAGES\",\"Agr: Beverages, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIENERGY\",\"Energy, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIFATS_OILS\",\"Agr: Food: Fats and oils, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIFERTILIZERS\",\"Fertilizers, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIFOOD\",\"Agr: Food, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIGRAINS\",\"Agr: Food: Grains, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIMETMIN\",\"Metals and minerals, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIMETMIN_DV100\",\"Base Metals, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KINATGAS\",\"Natural gas, 2010=100, real 2010$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KINONFUEL\",\"Non-energy commodities, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIOTHERFOOD\",\"Agr: Food: Other food, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIOTHERRAWMAT\",\"Agr: Raw:2 Other raw materials, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIPRECIOUSMET\",\"Precious Metals, 2010=100, real 2010$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KIRAW_MATERIAL\",\"Agr: Raw materials, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIRON_ORE\",\"Iron ore, cents/dmtu, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KIRON_ORE_SPOT\",\"Iron ore, $/dmt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KITIMBER\",\"Agr: Raw:1 Timber, 2000=100, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KLAMB\",\"Meat, sheep, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KLEAD\",\"Lead, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KLOGS_CMR\",\"Logs, Cameroon, $/cum, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KLOGS_MYS\",\"Logs, Malaysia, $/cum, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KMAIZE\",\"Maize, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KNGAS_EUR\",\"Natural gas, Europe, $/mmbtu, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KNGAS_JP\",\"Natural gas LNG, $/mmbtu, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KNGAS_US\",\"Natural gas, US, $/mmbtu, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KNICKEL\",\"Nickel, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KORANGE\",\"Oranges, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KPALM_OIL\",\"Palm oil, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KPHOSROCK\",\"Phosphate rock, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KPLATINUM\",\"Platinum, $/toz, real 2010l$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KPLMKRNL_OIL\",\"Palmkernal oil, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KPLYWOOD\",\"Plywood, cents/sheets, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KPOTASH\",\"Potassium Chloride, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KRICE_05\",\"Rice, Thailand, 5%, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KRICE_05_VNM\",\"Rice, Vietnamese, 5%, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KRICE_25\",\"Rice, Thailand, 25%, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KRICE_A1\",\"Rice, Thai, A1.Special, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KRUBBER1_MYSG\",\"Rubber, Singapore, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KRUBBER1_TSR20\",\"Rubber, TSR20, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KSAWNWD_CMR\",\"Sawnwood, Cameroon, $/cum, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSAWNWD_MYS\",\"Sawnwood, Malaysia, $/cum, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSHRIMP_MEX\",\"Shrimp, Mexico, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSILVER\",\"Silver, cents/toz, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSORGHUM\",\"Sorghum, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSOYBEAN_MEAL\",\"Soybean meal, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSOYBEAN_OIL\",\"Soybean oil, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSOYBEANS\",\"Soybeans, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSTL_JP_CROLL\",\"Steel cr coilsheet, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSTL_JP_HROLL\",\"Steel hr coilsheet, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSTL_JP_REBAR\",\"Steel, rebar, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSTL_JP_WIROD\",\"Steel wire rod, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSUGAR_EU\",\"Sugar, EU, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSUGAR_US\",\"Sugar, US, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KSUGAR_WLD\",\"Sugar, world, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTEA_AVG\",\"Tea, auctions (3) average, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTEA_COLOMBO\",\"Tea, Colombo auctions, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTEA_KOLKATA\",\"Tea, Kokata auctions, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTEA_MOMBASA\",\"Tea, Mombasa auctions, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTIN\",\"Tin, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTOBAC_US\",\"Tobacco, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KTSP\",\"TSP, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KUREA_EE_BULK\",\"Urea, E. Europe, bulk, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"KWHEAT_CANADI\",\"Wheat, Canada, $/mtv, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KWHEAT_US_HRW\",\"Wheat, US, HRW, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KWHEAT_US_SRW\",\"Wheat, US, SRW, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KWOODPULP\",\"Woodpulp, $/mt, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"KZINC\",\"Zinc, cents/kg, constant 2000$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"LAMB\",\"Meat, sheep, cents/kg, current$\",\"Meat, chicken (US), broiler/fryer, whole birds, 2-1/2 to 3 pounds, USDA grade \\\"A\\\", ice-packed, Georgia Dock preliminary weighted average, wholesale\",\"Global Economic Monitor (GEM) Commodities\",\"Meat Trade Journal; World Bank.\"\n\"LEAD\",\"Lead, cents/kg, current$\",\"Lead (LME), refined, 99.97% purity, settlement price\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Engineering and Mining Journal; Thomson Reuters Datastream; World Bank.\"\n\"LIBOR3M\",\"London Interbank Offered 3-month rates (LIBOR)\",\"LIBOR stands for London Interbank Offered Rate. It's the rate of interest at which banks offer to lend money to one another in the wholesale money markets in London. It is a standard financial index used in international capital markets. The data is for the 3 Month LIBOR rate.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"LIBOR6M\",\"London Interbank Offered 6-month rates (LIBOR)\",\"LIBOR stands for London Interbank Offered Rate. It's the rate of interest at which banks offer to lend money to one another in the wholesale money markets in London. It is a standard financial index used in international capital markets. The data is for the 6 Month LIBOR rate.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"LND.TOTL.K2\",\"Total Area (in Km²)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"LO.EGRA.CLPM.AFA.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.AFA.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.AMH.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Amharic. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.AMH.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Amharic. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.BMN.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.BOM.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Bomu. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.CHC.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Chichewa. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.CHC.4GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Chichewa. 4th Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.ENG.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). English. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.ENG.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). English. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.ENG.4GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). English. 4th Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.FLF.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.FRN.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). French. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.HAR.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Hararigna. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.HAR.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Hararigna. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SID.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SID.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SNG.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Songhoi. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SOM.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Somaligna. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SOM.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Somaligna. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SPN.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SPN.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.SPN.4GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Spanish. 4th Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.TIG.2GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLPM.TIG.3GRD\",\"EGRA: Correct Letter Names Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"Average number of letter names that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the names of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.AKU.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Akuapem. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ARB.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Arabic. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ARB.3GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Arabic. 3rd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.AST.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Asante Twi. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.CHI.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Chitonga. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.CIN.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Cinyanja. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.DAG.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Dagaare. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.DAGB.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Dagbani. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.DAN.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Dangme. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ENG.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ENG.3GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 3rd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ENG.4GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 4th Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ENG.6GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). English. 6th Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.EWE.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Ewe. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.FAN.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Fante. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.FLP.3GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Filipino. 3rd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.GA.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Ga. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.GON.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Gonja. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.ICI.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Icibemba. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.IND.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Indonesian. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.KAS.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Kasem. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.KII.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Kiikaonde. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.KNY.4GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.KNY.6GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.LUN.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Lunda. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.LUV.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Luvale. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.NZE.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Nzema. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CLSPM.SIL.2GRD\",\"EGRA: Correct Letter Sounds Read Per Minute (Mean). Silozi. 2nd Grade\",\"Average number of letter sounds that students could read per minute. In this EGRA subtask, assessors present students with a sheet listing between 50 and 100 upper- and lowercase letters of the alphabet (in some languages, graphemes, or sets of letters and/or symbols representing a single sound, are presented). Students are asked to provide the sounds of all the letters that they can in one minute. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.AFA.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.AFA.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.AMH.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Amharic. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.AMH.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Amharic. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ARB.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.BMN.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.BOM.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.CHC.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Chichewa. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.CHC.4GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Chichewa. 4th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ENG.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). English. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ENG.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). English. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ENG.4GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). English. 4th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ENG.6GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). English. 6th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.FLF.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.FLP.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Filipino. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.HAR.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Hararigna. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.HAR.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Hararigna. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.KIS.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Kiswahili. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.KNY.4GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.KNY.6GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SID.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SID.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SNG.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Songhoi. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SOM.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Somaligna. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SOM.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Somaligna. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SPN.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SPN.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.SPN.4GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Spanish. 4th Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.TIG.2GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.TIG.3GRD\",\"EGRA: Correct Isolated Words Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"Average total number of familiar words correctly read per minute. The familiar word reading subtask tests students' ability to read a list of one or two syllable words drawn from a corpus of frequent words presented in random order. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AFA.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AFA.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Afan Oromo. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AKU.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Akuapem. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AMH.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Amharic. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AMH.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Amharic. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ARB.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Arabic. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ARB.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Arabic. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.AST.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Asante Twi. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.BMN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Bamanankan. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.BOM.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Bomu. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.CHC.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chichewa. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.CHC.4GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chichewa. 4th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.CHI.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Chitonga. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.CIN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Cinyanja. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.DAG.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dagaare. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.DAGB.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dagbani. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.DAN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Dangme. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ENG.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ENG.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ENG.4GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 4th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ENG.6GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). English. 6th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.EWE.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Ewe. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.FAN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Fante. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.FLF.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Fulfulde. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.FLP.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Filipino. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.FRN.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). French. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.GA.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Ga. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.GON.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Gonja. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.HAR.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Hararigna. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.HAR.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Hararigna. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.ICI.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Icibemba. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.IND.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Indonesian. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.KAS.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kasem. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.KII.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kiikaonde. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.KIS.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kiswahili. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.KNY.4GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda. 4th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.KNY.6GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Kinyarwanda. 6th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.LUN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Lunda. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.LUV.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Luvale. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.NZE.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Nzema. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SID.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SID.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SIL.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Silozi. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SNG.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Songhoi. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SOM.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Somaligna. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SOM.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Somaligna. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SPN.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SPN.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.SPN.4GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Spanish. 4th Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.TIG.2GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Tigrinya. 2nd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.CWPM.ZERO.TIG.3GRD\",\"EGRA: Oral Reading Fluency - Share of students with a zero score (%). Tigrinya. 3rd Grade\",\"Percentage of students who were unable to read a single word of text on the oral reading fluency subtask. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.BMN.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Bamanankan. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.BOM.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Bomu. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.CHC.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Chichewa. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.CHC.4GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Chichewa. 4th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.ENG.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.ENG.3GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 3rd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.ENG.4GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 4th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.ENG.6GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). English. 6th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.FLF.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Fulfulde. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.KNY.4GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Kinyarwanda. 4th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.KNY.6GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Kinyarwanda. 6th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.SNG.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Songhoi. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.SPN.2GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 2nd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.SPN.3GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 3rd Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.INIT.0.SPN.4GRD\",\"EGRA: Identification of the Initial Sound of a Spoken Word - Share of students with a zero score (%). Spanish. 4th Grade\",\"Share of students who could not identify the initial sound of any word read aloud to the student by the assessor (%). For example, the assessors ask students questions like “What is the first sound in the word ‘map’?\\\" and record the number of initial letters the students could identify within one minute. This EGRA subtask is a test of phonemic awareness -- the ability to identify, separate, and manipulate sounds in words. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AFA.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Afan Oromo. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AFA.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Afan Oromo. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AKU.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Akuapem. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AMH.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Amharic. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AMH.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Amharic. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ARB.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Arabic. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ARB.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Arabic. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.AST.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Asante Twi. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.BMN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Bamanankan. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.BOM.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Bomu. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.CHC.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Chichewa. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.CHC.4GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Chichewa. 4th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.CHI.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Chitonga. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.CIN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Cinyanja. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.DAG.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Dagaare. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.DAGB.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Dagbani. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.DAN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Dangme. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ENG.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). English. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ENG.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). English. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ENG.4GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). English. 4th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ENG.6GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). English. 6th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.EWE.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Ewe. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.FAN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Fante. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.FLF.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Fulfulde. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.FLP.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Filipino. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.GA.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Ga. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.GON.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Gonja. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.HAR.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Hararigna. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.HAR.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Hararigna. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.ICI.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Icibemba. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.IND.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Indonesian. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.KAS.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Kasem. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.KII.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Kiikaonde. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.KIS.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Kiswahili. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.KNY.4GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Kinyarwanda. 4th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.KNY.6GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Kinyarwanda. 6th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.LUN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Lunda. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.LUV.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Luvale. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.NZE.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Nzema. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SID.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SID.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SIL.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Silozi. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SNG.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SOM.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SOM.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SPN.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SPN.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.SPN.4GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Spanish. 4th Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.TIG.2GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.LSTN.0.TIG.3GRD\",\"EGRA: Listening Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade\",\"Share of students scoring zero percent on the listening comprehension assessment. The listening comprehension subtask examines students' ability to respond correctly to questions about a brief passage read aloud to the student by the assessor in order to understand students’ ability to comprehend orally without having to overcome issues of decoding. Part of comprehension is understanding the meanings of the words, thus if students do not have enough vocabulary in the language, they will not be able to comprehend. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AFA.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AFA.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AKU.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Akuapem. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AMH.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Amharic. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AMH.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Amharic. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ARB.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ARB.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Arabic. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.AST.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Asante Twi. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.BMN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.BOM.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.CHC.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Chichewa. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.CHC.4GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Chichewa. 4th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.CHI.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Chitonga. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.CIN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Cinyanja. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.DAG.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Dagaare. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.DAGB.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Dagbani. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.DAN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Dangme. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ENG.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). English. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ENG.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). English. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ENG.4GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). English. 4th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ENG.6GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). English. 6th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.EWE.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Ewe. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.FAN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Fante. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.FLF.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.FLP.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Filipino. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.FRN.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). French. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.GA.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Ga. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.GON.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Gonja. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.HAR.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Hararigna. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.HAR.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Hararigna. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.ICI.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Icibemba. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.IND.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Indonesian. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.KAS.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Kasem. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.KII.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Kiikaonde. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.KIS.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Kiswahili. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.KNY.4GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.KNY.6GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.LUN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Lunda. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.LUV.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Luvale. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.NZE.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Nzema. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SID.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SID.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SIL.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Silozi. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SNG.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Songhoi. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SOM.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Somaligna. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SOM.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Somaligna. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SPN.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SPN.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.SPN.4GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Spanish. 4th Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.TIG.2GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.NCWPM.TIG.3GRD\",\"EGRA: Correct Non-Words Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"Average total number of invented/nonsense words correctly read per minute. The indicator measures students' ability to fluently decipher/decode randomly-presented “words” that follow linguistic rules but do not actually exist in the stated language. Skill in reading nonwords can be a purer measure of decoding than using real words because children cannot recognize the words by sight. Decoding is considered a self-teaching skill that enables children to read new and unfamiliar words independently. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AFA.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AFA.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Afan Oromo. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AKU.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Akuapem. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AMH.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AMH.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Amharic. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ARB.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ARB.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Arabic. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.AST.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Asante Twi. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.BMN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bamanankan. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.BOM.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Bomu. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.CHC.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.CHC.4GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chichewa. 4th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.CHI.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Chitonga. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.CIN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Cinyanja. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.DAG.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagaare. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.DAGB.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dagbani. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.DAN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Dangme. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ENG.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ENG.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ENG.4GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 4th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ENG.6GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). English. 6th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.EWE.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ewe. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.FAN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fante. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.FLF.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Fulfulde. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.FLP.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Filipino. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.FRN.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). French. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.GA.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Ga. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.GON.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Gonja. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.HAR.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.HAR.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Hararigna. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.ICI.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Icibemba. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.IND.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Indonesian. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.KAS.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kasem. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.KII.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiikaonde. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.KIS.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kiswahili. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.KNY.4GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda. 4th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.KNY.6GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Kinyarwanda. 6th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.LUN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Lunda. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.LUV.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Luvale. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.NZE.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Nzema. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SID.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SID.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Sidaamu Afoo. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SIL.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Silozi. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students'ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SNG.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Songhoi. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SOM.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SOM.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Somaligna. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SPN.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SPN.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.SPN.4GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Spanish. 4th Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.TIG.2GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 2nd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.ORF.TIG.3GRD\",\"EGRA: Oral Reading Fluency - Correct Words Read Per Minute (Mean). Tigrinya. 3rd Grade\",\"Average total number of words correctly read per minute from a narrative or informational reading passage. The oral reading fluency/paragraph reading subtask examines students' ability to read a narrative or informational text with accuracy, with little effort, and at a sufficient rate. Assessors ask students to read the paragraph and stop them after one minute to record the number of words correctly read. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org .\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AFA.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Afan Oromo. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AFA.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Afan Oromo. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AKU.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Akuapem. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AMH.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Amharic. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AMH.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Amharic. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ARB.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Arabic. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ARB.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Arabic. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.AST.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Asante Twi. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.BMN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Bamanankan. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.BOM.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Bomu. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.CHC.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Chichewa. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.CHC.4GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Chichewa. 4th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.CHI.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Chitonga. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.CIN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Cinyanja. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.DAG.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Dagaare. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.DAGB.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Dagbani. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.DAN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Dangme. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ENG.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). English. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ENG.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). English. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ENG.4GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). English. 4th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ENG.6GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). English. 6th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.EWE.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Ewe. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.FAN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Fante. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.FLF.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Fulfulde. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.FLP.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Filipino. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.FRN.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). French. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.GA.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Ga. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.GON.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Gonja. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.HAR.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Hararigna. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.HAR.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Hararigna. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.ICI.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Icibemba. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.IND.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Indonesian. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.KAS.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Kasem. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.KII.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Kiikaonde. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.KIS.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Kiswahili. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.KNY.4GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Kinyarwanda. 4th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.KNY.6GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Kinyarwanda. 6th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.LUN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Lunda. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.LUV.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Luvale. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.NZE.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Nzema. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SID.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SID.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Sidaamu Afoo. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SIL.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Silozi. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SNG.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Songhoi. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SOM.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SOM.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Somaligna. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SPN.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SPN.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.SPN.4GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Spanish. 4th Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.TIG.2GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 2nd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.0.TIG.3GRD\",\"EGRA: Reading Comprehension - Share of students with a zero score (%). Tigrinya. 3rd Grade\",\"Share of students who scored zero percent on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AFA.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AFA.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Afan Oromo. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AKU.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Akuapem. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AMH.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AMH.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Amharic. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ARB.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ARB.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Arabic. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.AST.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Asante Twi. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.BMN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bamanankan. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.BOM.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Bomu. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.CHC.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.CHC.ADV.4GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chichewa. 4th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.CHI.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Chitonga. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.CIN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Cinyanja. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.DAG.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagaare. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.DAGB.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dagbani. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.DAN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Dangme. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ENG.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ENG.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ENG.ADV.4GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 4th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ENG.ADV.6GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). English. 6th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.EWE.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ewe. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.FAN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fante. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.FLF.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Fulfulde. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.FLP.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Filipino. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.FRN.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). French. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.GA.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Ga. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.GON.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Gonja. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.HAR.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.HAR.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Hararigna. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.ICI.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Icibemba. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.IND.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Indonesian. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.KAS.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kasem. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.KII.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiikaonde. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.KIS.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kiswahili. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.KNY.ADV.4GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 4th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.KNY.ADV.6GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Kinyarwanda. 6th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.LUN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Lunda. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.LUV.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Luvale. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.NZE.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Nzema. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SID.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SID.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Sidaamu Afoo. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SIL.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Silozi. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SNG.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Songhoi. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SOM.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SOM.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Somaligna. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SPN.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SPN.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.SPN.ADV.4GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Spanish. 4th Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.TIG.ADV.2GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 2nd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.EGRA.READ.TIG.ADV.3GRD\",\"EGRA: Reading Comprehension - Share of students scoring at least 80 percent (%). Tigrinya. 3rd Grade\",\"Share of students who scored 80 percent or higher on the reading comprehension assessment. The reading comprehension subtask follows the oral reading fluency subtask; students are required to respond to literal and inferential questions about the oral reading fluency subtask text they have just read. The questions are read aloud to the student by the assessor. Users are discouraged from using these data to make direct comparisons across countries or languages. Consult the EdData website and the specific country report for more information: www.eddataglobal.org.\",\"Education Statistics\",\"Early Grade Reading Assessment (EGRA): https://www.eddataglobal.org/reading/\"\n\"LO.LLECE.MAT3\",\"LLECE: Mean performance on the mathematics scale for 3rd grade students, total\",\"Average score on the 3rd grade mathematics assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.0\",\"LLECE: 3rd grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 3rd grade students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.0.FE\",\"LLECE: Female 3rd grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 3rd grade female students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.0.MA\",\"LLECE: Male 3rd grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 3rd grade male students below the lowest proficiency level (scoring below 391.5) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.1\",\"LLECE: 3rd grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 3rd grade students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.1.FE\",\"LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 3rd grade female students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.1.MA\",\"LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 3rd grade male students scoring at least 391.5 but lower than 489.01 points on the LLECE mathematics scale. At Level 1, students can recognize the relationship between natural numbers and common bi-dimensional geometric shapes in simple drawings. They can locate relative positions of an object in a spatial representation. Students can interpret tables and graphs in order to obtain direct information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.2\",\"LLECE: 3rd grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 3rd grade students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.2.FE\",\"LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 3rd grade female students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.2.MA\",\"LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 3rd grade male students scoring at least 489.01 but less than 558.54 points on the LLECE mathematics scale. At Level 2, students recognize the organization of the decimal-positional numeral system and identify the constituent elements of geometrical shapes. Students can identify a trajectory on a plane and the most suitable measurement unit or instrument in order to measure a known object’s attribute. Students interpret tables and charts in order to obtain information and compare data. Students solve addition or multiplication problems involving proportional relationships using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.3\",\"LLECE: 3rd grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 3rd grade students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.3.FE\",\"LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 3rd grade female students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.3.MA\",\"LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 3rd grade male students scoring at least 558.54 but less than 621.68 points on the LLECE mathematics scale. At Level 3, students can solve multiplication problems or problems which require the use of an addition equation or two separate operations. Students can solve addition problems involving measurement units and their equivalences or problems which require using common fractions. Students must identify the graphic or addition numerical sequence rule being used in order to continue it. Students can identify the elements of unusual geometrical shapes and interpret different types of graphs in order to retrieve information and solve problems that involve operating with the data. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.4\",\"LLECE: 3rd grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 3rd grade students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.4.FE\",\"LLECE: Female 3rd grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 3rd grade female students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.4.MA\",\"LLECE: Male 3rd grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 3rd grade male students scoring 621.68 or higher on the LLECE mathematics scale. At Level 4, students can recognize a numerical sequence rule and identify it. Students can solve multiplication problems with one unknown or problems which require the use of equivalences between commonly used measures of length. Students can identify an element on a bi-dimensional plane and the properties of the sides of a square or rectangle in order to solve a problem. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.FE\",\"LLECE: Mean performance on the mathematics scale for 3rd grade students, female\",\"Average score on the 3rd grade mathematics assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.MA\",\"LLECE: Mean performance on the mathematics scale for 3rd grade students, male\",\"Average score on the 3rd grade mathematics assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.P10\",\"LLECE: Distribution of 3rd Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.P25\",\"LLECE: Distribution of 3rd Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.P50\",\"LLECE: Distribution of 3rd Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.P75\",\"LLECE: Distribution of 3rd Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT3.P90\",\"LLECE: Distribution of 3rd Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4\",\"LLECE: Mean performance on the mathematics scale for 4th grade students, total\",\"Average score on the 4th grade mathematics assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4.P10\",\"LLECE: Distribution of 4th Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4.P25\",\"LLECE: Distribution of 4th Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4.P50\",\"LLECE: Distribution of 4th Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4.P75\",\"LLECE: Distribution of 4th Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT4.P90\",\"LLECE: Distribution of 4th Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6\",\"LLECE: Mean performance on the mathematics scale for 6th grade students, total\",\"Average score on the 6th grade mathematics assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.0\",\"LLECE: 6th grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 6th grade students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.0.FE\",\"LLECE: Female 6th grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 6th grade female students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.0.MA\",\"LLECE: Male 6th grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 6th grade male students below the lowest proficiency level (scoring below 309.64) on the LLECE mathematics scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.1\",\"LLECE: 6th grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 6th grade students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.1.FE\",\"LLECE: Female 6th grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 6th grade female students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.1.MA\",\"LLECE: Male 6th grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 6th grade male students scoring at least 309.64 but lower than 413.58 points on the LLECE mathematics scale. At Level 1, students can 1) arrange natural numbers (up to 5 digits) and decimals (up to thousands) in sequence; 2) recognize common geometrical shapes and the unit consistent with the attribute being measured; 3) interpret information presented in graphic images in order to compare it and change it to a different form of representation; 4) solve problems involving a single addition using natural numbers. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.2\",\"LLECE: 6th grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 6th grade students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.2.FE\",\"LLECE: Female 6th grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 6th grade female students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.2.MA\",\"LLECE: Male 6th grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 6th grade male students scoring at least 413.58 but lower than 514.41 points on the LLECE mathematics scale. At Level 2, students can 1) analyze and identify the structure of the positional decimal number system, estimate weight (mass) expressing it in units consistent with the attribute being measured; 2) recognize commonly used geometrical shapes and their properties in order to solve problems; 3) interpret, compare and work with information presented through various graphic images; 4) identify the regularity of a simple pattern sequence; 5) solve addition problems in different numerical fields (natural numbers, decimals) including commonly used fractions or equivalent measures; 6) solve multiplication or division problems, or two natural number operations, or operations that include direct proportionality relations. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.3\",\"LLECE: 6th grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 6th grade students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.3.FE\",\"LLECE: Female 6th grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 6th grade female students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.3.MA\",\"LLECE: Male 6th grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 6th grade male students scoring at least 514.41 but lower than 624.60 points on the LLECE mathematics scale. At Level 3, students can 1) compare fractions, use the concept of percentages when analyzing information and solving problems that require this type of calculation; 2) identify parallelism and perpendicularity on a plane, as well as bodies and their elements without the benefit of graphic support; 3) solve problems that require interpreting the constituent elements of a division or equivalent measures; 4) recognize central angles and commonly used geometrical shapes, such as circles, and resort to their properties for solving problems; 5) solve problems involving areas and perimeters of triangles and quadrilaterals; 6) make generalizations in order to continue a graphic sequence or find the numerical sequence rule that applies to a relatively complex pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.4\",\"LLECE: 6th grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 6th grade students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.4.FE\",\"LLECE: Female 6th grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 6th grade female students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.4.MA\",\"LLECE: Male 6th grade students by mathematics proficiency level (%). Level 4\",\"Percentage of 6th grade male students scoring at least 624.60 points on the LLECE mathematics scale. At Level 4, students can 1) find averages and do calculations using the four basic operations in the field of natural numbers; 2) identify parallelism and perpendicularity in a real situation and the graphic images of a percentage; 3) solve problems involving properties of angles, triangles and quadrilaterals as part of different shapes, or involving operations with two decimal numbers; 4) solve problems involving fractions; 5) make generalizations in order to continue a complex graphic sequence pattern. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.FE\",\"LLECE: Mean performance on the mathematics scale for 6th grade students, female\",\"Average score on the 6th grade mathematics assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.MA\",\"LLECE: Mean performance on the mathematics scale for 6th grade students, male\",\"Average score on the 6th grade mathematics assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.P10\",\"LLECE: Distribution of 6th Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.P25\",\"LLECE: Distribution of 6th Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.P50\",\"LLECE: Distribution of 6th Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.P75\",\"LLECE: Distribution of 6th Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.MAT6.P90\",\"LLECE: Distribution of 6th Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3\",\"LLECE: Mean performance on the reading scale for 3rd grade students, total\",\"Average score on the 3rd grade reading assessment. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.0\",\"LLECE: 3rd grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 3rd grade students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.0.FE\",\"LLECE: Female 3rd grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 3rd grade female students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.0.MA\",\"LLECE: Male 3rd grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 3rd grade male students below the lowest proficiency level (scoring below 367.36) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.1\",\"LLECE: 3rd grade students by reading proficiency level (%). Level 1\",\"Percentage of 3rd grade students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.1.FE\",\"LLECE: Female 3rd grade students by reading proficiency level (%). Level 1\",\"Percentage of 3rd grade female students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.1.MA\",\"LLECE: Male 3rd grade students by reading proficiency level (%). Level 1\",\"Percentage of 3rd grade male students scoring at least 367.36 but less than 461.32 on the LLECE reading scale. Students at this level can locate information with a single meaning in a prominent part of the text, repeated literally or synonymously, and isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.2\",\"LLECE: 3rd grade students by reading proficiency level (%). Level 2\",\"Percentage of 3rd grade students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) Discriminate words with a single meaning; 3) Recognize simple sentence reformulations; and 4) Recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.2.FE\",\"LLECE: Female 3rd grade students by reading proficiency level (%). Level 2\",\"Percentage of 3rd grade female students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.2.MA\",\"LLECE: Male 3rd grade students by reading proficiency level (%). Level 2\",\"Percentage of 3rd grade male students scoring at least 461.32 but less than 552.14 on the LLECE reading scale. Students at this level can: 1) locate information in a brief text that cannot be distinguished from other conceptually similar information; 2) discriminate words with a single meaning; 3) recognize simple sentence reformulations; and 4) recognize redundancies between graphic and verbal codes. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.3\",\"LLECE: 3rd grade students by reading proficiency level (%). Level 3\",\"Percentage of 3rd grade students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.3.FE\",\"LLECE: Female 3rd grade students by reading proficiency level (%). Level 3\",\"Percentage of 3rd grade female students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.3.MA\",\"LLECE: Male 3rd grade students by reading proficiency level (%). Level 3\",\"Percentage of 3rd grade male students scoring at least 552.14 but less than 637.49 on the LLECE reading scale. Students at this level can: 1) locate information discriminating it from adjacent information; 2) interpret reformulations that synthesize several data; 3) infer information based on knowledge about the world; 4) discriminate the meaning of words that have several other meanings based on the text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.4\",\"LLECE: 3rd grade students by reading proficiency level (%). Level 4\",\"Percentage of 3rd grade students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.4.FE\",\"LLECE: Female 3rd grade students by reading proficiency level (%). Level 4\",\"Percentage of 3rd grade female students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.4.MA\",\"LLECE: Male 3rd grade students by reading proficiency level (%). Level 4\",\"Percentage of 3rd grade male students scoring higher than 637.49 on the LLECE reading scale. Students at this level can: 1) integrate and generalize information given in a paragraph or in the verbal codes and graph; 2) replace non-explicit information; 3) read the text identifying new information; 4) translate from one code to another (from numeric to verbal, and verbal to graphic). Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.FE\",\"LLECE: Mean performance on the reading scale for 3rd grade students, female\",\"Average score on the 3rd grade reading assessment for female students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.MA\",\"LLECE: Mean performance on the reading scale for 3rd grade students, male\",\"Average score on the 3rd grade reading assessment for male students. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.P10\",\"LLECE: Distribution of 3rd Grade Reading Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.P25\",\"LLECE: Distribution of 3rd Grade Reading Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.P50\",\"LLECE: Distribution of 3rd Grade Reading Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.P75\",\"LLECE: Distribution of 3rd Grade Reading Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA3.P90\",\"LLECE: Distribution of 3rd Grade Reading Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 2006 scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. 2006 scores are not comparable with 1997 scores. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4\",\"LLECE: Mean performance on the reading scale for 4th grade students, total\",\"Average score on the 4th grade reading assessment. 1997 means were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4.P10\",\"LLECE: Distribution of 4th Grade Reading Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4.P25\",\"LLECE: Distribution of 4th Grade Reading Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4.P50\",\"LLECE: Distribution of 4th Grade Reading Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4.P75\",\"LLECE: Distribution of 4th Grade Reading Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA4.P90\",\"LLECE: Distribution of 4th Grade Reading Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. 1997 scores were calculated on a scale with a mean of 250 points and a standard deviation of 50 points. 4th grade students were only assessed in 1997. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6\",\"LLECE: Mean performance on the reading scale for 6th grade students, total\",\"Average score on the 6th grade reading assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.0\",\"LLECE: 6th grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 6th grade students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.0.FE\",\"LLECE: Female 6th grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 6th grade female students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.0.MA\",\"LLECE: Male 6th grade students by reading proficiency level (%). Below Level 1\",\"Percentage of 6th grade male students below the lowest proficiency level (scoring below 299.59) on the LLECE reading scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.1\",\"LLECE: 6th grade students by reading proficiency level (%). Level 1\",\"Percentage of 6th grade students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.1.FE\",\"LLECE: Female 6th grade students by reading proficiency level (%). Level 1\",\"Percentage of 6th grade female students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.1.MA\",\"LLECE: Male 6th grade students by reading proficiency level (%). Level 1\",\"Percentage of 6th grade male students scoring at least 299.59 but lower than 424.54 points on the LLECE reading scale. At Level 1, students can locate information with a single meaning in a prominent or central part of the text (beginning or end) that is repeated literally or synonymously and is isolated from other information. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.2\",\"LLECE: 6th grade students by reading proficiency level (%). Level 2\",\"Percentage of 6th grade students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.2.FE\",\"LLECE: Female 6th grade students by reading proficiency level (%). Level 2\",\"Percentage of 6th grade female students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.2.MA\",\"LLECE: Male 6th grade students by reading proficiency level (%). Level 2\",\"Percentage of 6th grade male students scoring at least 424.54 but lower than 513.66 points on the LLECE reading scale. At Level 2, students can 1) locate information in the middle of a text that must be distinguished from a different piece of information found in a different segment; and 2) identify words with a single meaning. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.3\",\"LLECE: 6th grade students by reading proficiency level (%). Level 3\",\"Percentage of 6th grade students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.3.FE\",\"LLECE: Female 6th grade students by reading proficiency level (%). Level 3\",\"Percentage of 6th grade female students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.3.MA\",\"LLECE: Male 6th grade students by reading proficiency level (%). Level 3\",\"Percentage of 6th grade male students scoring at least 513.66 but lower than 593.59 points on the LLECE reading scale. At Level 3, students can 1) locate information and separate it from other nearby information; 2) interpret reformulations and syntheses; 3) integrate data distributed across a paragraph; 4) reinstate implicit information in the paragraph; 5) re-read in search of specific data; 6) identify a single meaning in words that have several meanings; 7) recognize the meaning of parts of words (affixes) using the text as a reference. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.4\",\"LLECE: 6th grade students by reading proficiency level (%). Level 4\",\"Percentage of 6th grade students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.4.FE\",\"LLECE: Female 6th grade students by reading proficiency level (%). Level 4\",\"Percentage of 6th grade female students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.4.MA\",\"LLECE: Male 6th grade students by reading proficiency level (%). Level 4\",\"Percentage of 6th grade male students scoring at least 593.59 points on the LLECE reading scale. At Level 4, students can 1) integrate, rank and generalize information distributed across the text; 2) establish equivalences among more than two codes (verbal, numerical and graphic); 3) reinstate implicit information associated with the entire text; 4) recognize the possible meanings of technical terms or figurative language; 5) distinguish various tenses and nuances (certainty, doubt) used in a text. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.FE\",\"LLECE: Mean performance on the reading scale for 6th grade students, female\",\"Average score on the 6th grade reading assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.MA\",\"LLECE: Mean performance on the reading scale for 6th grade students, male\",\"Average score on the 6th grade reading assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.P10\",\"LLECE: Distribution of 6th Grade Reading Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.P25\",\"LLECE: Distribution of 6th Grade Reading Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.P50\",\"LLECE: Distribution of 6th Grade Reading Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.P75\",\"LLECE: Distribution of 6th Grade Reading Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.REA6.P90\",\"LLECE: Distribution of 6th Grade Reading Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6\",\"LLECE: Mean performance on the science scale for 6th grade students, total\",\"Average score on the 6th grade science assessment. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.0\",\"LLECE: 6th grade students by science proficiency level (%). Below Level 1\",\"Percentage of 6th grade students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.0.FE\",\"LLECE: Female 6th grade students by science proficiency level (%). Below Level 1\",\"Percentage of 6th grade female students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.0.MA\",\"LLECE: Male 6th grade students by science proficiency level (%). Below Level 1\",\"Percentage of 6th grade male students below the lowest proficiency level (scoring below 351.31) on the LLECE science scale. Students below Level 1 have not been able to acquire the abilities required in Level I. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.1\",\"LLECE: 6th grade students by science proficiency level (%). Level 1\",\"Percentage of 6th grade students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.1.FE\",\"LLECE: Female 6th grade students by science proficiency level (%). Level 1\",\"Percentage of 6th grade female students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.1.MA\",\"LLECE: Male 6th grade students by science proficiency level (%). Level 1\",\"Percentage of 6th grade male students scoring at least 351.31 but lower than 472.06 points on the LLECE science scale. At Level 1, students can 1) relate scientific knowledge to daily situations that are of common occurrence in their context; 2) explain their immediate world based on their own experiences and observations, and establish a simple and lineal relation with previously acquired scientific knowledge; and 3) describe concrete and simple events involving cognitive processes such as remembering, evoking and identifying. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.2\",\"LLECE: 6th grade students by science proficiency level (%). Level 2\",\"Percentage of 6th grade students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.2.FE\",\"LLECE: Female 6th grade students by science proficiency level (%). Level 2\",\"Percentage of 6th grade female students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.2.MA\",\"LLECE: Male 6th grade students by science proficiency level (%). Level 2\",\"Percentage of 6th grade male students scoring at least 472.06 but lower than 590.29 points on the LLECE science scale. At Level 2, students can 1) apply school-acquired scientific knowledge; 2) compare, organize and interpret information presented in various formats (tables, charts, graphs, pictures); 3) identify causality relations and classify living beings according to a given criterion; 4) access information presented in different formats, which requires the use of much more complex skills than required in Level 1. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.3\",\"LLECE: 6th grade students by science proficiency level (%). Level 3\",\"Percentage of 6th grade students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.3.FE\",\"LLECE: Female 6th grade students by science proficiency level (%). Level 3\",\"Percentage of 6th grade female students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.3.MA\",\"LLECE: Male 6th grade students by science proficiency level (%). Level 3\",\"Percentage of 6th grade male students scoring at least 590.29 but lower than 704.75 points on the LLECE science scale. At Level 3, students can 1) explain everyday situations on the basis of scientific evidence; 2) use simple descriptive models to interpret natural phenomena; and 3) draw conclusions from the description of experimental activities. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.4\",\"LLECE: 6th grade students by science proficiency level (%). Level 4\",\"Percentage of 6th grade students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.4.FE\",\"LLECE: Female 6th grade students by science proficiency level (%). Level 4\",\"Percentage of 6th grade female students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.4.MA\",\"LLECE: Male 6th grade students by science proficiency level (%). Level 4\",\"Percentage of 6th grade male students scoring at least 704.75 points on the LLECE science scale. At Level 4, students can 1) use and transfer scientific knowledge to diverse types of situations, which requires a high degree of formalization and abstraction and 2) identify the scientific knowledge involved in a problem that is more formally stated and may relate to aspects, dimensions or analyses detached from the immediate setting. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.FE\",\"LLECE: Mean performance on the science scale for 6th grade students, female\",\"Average score on the 6th grade science assessment for female students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.MA\",\"LLECE: Mean performance on the science scale for 6th grade students, male\",\"Average score on the 6th grade science assessment for male students. Means were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.P10\",\"LLECE: Distribution of 6th Grade Science Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.P25\",\"LLECE: Distribution of 6th Grade Science Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.P50\",\"LLECE: Distribution of 6th Grade Science Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.P75\",\"LLECE: Distribution of 6th Grade Science Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.LLECE.SCI6.P90\",\"LLECE: Distribution of 6th Grade Science Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Scores were calculated on a scale with a mean of 500 and a standard deviation of 100 points. Data reflects country performance in the stated year according to LLECE reports. Consult the LLECE website for more detailed information: http://www.llece.org/\",\"Education Statistics\",\"Latin American Laboratory for Assessment of the Quality of Education (LLECE)\"\n\"LO.PASEC.FRE.P05\",\"PASEC: Distribution of 5th Grade French Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P10\",\"PASEC: Distribution of 5th Grade French Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P25\",\"PASEC: Distribution of 5th Grade French Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P50\",\"PASEC: Distribution of 5th Grade French Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P75\",\"PASEC: Distribution of 5th Grade French Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P90\",\"PASEC: Distribution of 5th Grade French Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE.P95\",\"PASEC: Distribution of 5th Grade French Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5\",\"PASEC: Mean performance on the French language scale (100 points) for 5th grade students, total\",\"Mean percentage correct for 5th grade students on the French language exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.FE\",\"PASEC: Mean performance on the French language scale (100 points) for 5th grade students, female\",\"Mean percentage correct for 5th grade female students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo, and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.HIG\",\"PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), total\",\"Share of students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.HIG.FE\",\"PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), female\",\"Share of female students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.HIG.MA\",\"PASEC: 5th grade students above the Knowledge Base Rate on the French language scale (above 40% of answers correct) (%), male\",\"Share of male students scoring at least 40 percent on the PASEC French language exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.LO\",\"PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), total\",\"Share of students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.LO.FE\",\"PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), female\",\"Share of female students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.LO.MA\",\"PASEC: 5th grade students at the lowest level of proficiency on the French language scale (less than 25% of answers correct) (%), male\",\"Share of male students scoring less than 25 percent on the PASEC French language exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.FRE5.MA\",\"PASEC: Mean performance on the French language scale (100 points) for 5th grade students, male\",\"Mean percentage correct for 5th male grade students on the French language exam. Average differences are only significant between males and females in Benin, Burkina Faso, Democratic Republic of Congo and Burundi. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.2\",\"PASEC: Mean performance on the mathematics scale for 2nd grade students. Total\",\"Average score of Grade 2 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.ADD1\",\"PASEC: Percentage of 2nd grade students correcting answering the addition problem: 8+5\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.ADD2\",\"PASEC: Percentage of 2nd grade students correcting answering the addition problem: 14+23\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.ADD3\",\"PASEC: Percentage of 2nd grade students correcting answering the addition problem: 39+26\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.CNT.0T60\",\"PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 0 to 60\",\"Percentage of 2nd grade students who could not reach 61 when counting out loud. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.CNT.61T80\",\"PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 61 to 80\",\"Percentage of 2nd grade students who counted to at least 61 but not beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.CNT.80UP\",\"PASEC: Distribution of 2nd grade students by last number reached when counting out loud. 80+\",\"Percentage of 2nd grade students who could count beyond 80. Counting requires students to know the numbers and understand the organization of the number sequence. It is an important prerequisite to acquire basic number concepts. The test administrator asked the pupils to start counting from one and up to the greatest possible number, meaning until they make their first mistake, hesitate for more than 5 seconds on a number or until 2 minutes have passed. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.FE\",\"PASEC: Mean performance on the mathematics scale for 2nd grade students. Female\",\"Average score of female Grade 2 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.L0\",\"PASEC: 2nd grade students by mathematics proficiency level (%). Below Level 1\",\"Percentage of 2nd grade students scoring below 400.3 on the PASEC mathematics scale. Pupils belows level 1 do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.L1\",\"PASEC: 2nd grade students by mathematics proficiency level (%). Level 1\",\"Percentage of 2nd grade students scoring at least 400.3 but lower than 489 on the PASEC mathematics scale. Students at Level 1 have not passed the Sufficient Competency Threshold, but they have developed their knowledge of the mathematical language and mastered the first concepts of quantity (quantification, comparison) with objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes. They have developed an awareness of the first concepts of spatial orientation (inside, outside). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.L2\",\"PASEC: 2nd grade students by mathematics proficiency level (%). Level 2\",\"Percentage of 2nd grade students scoring at least 489 but lower than 577.7 on the PASEC mathematics scale. Students at Level 2 have passed the Sufficient Competency Threshold. Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers under fifty. They have developed awareness of spatial orientation (below, above, beside). They have begun to develop an ability to solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.L3\",\"PASEC: 2nd grade students by mathematics proficiency level (%). Level 3\",\"Percentage of 2nd grade students scoring at least 577.7 on the PASEC mathematics scale. Students at Level 3 have passed the Sufficient Competency Threshold. Students at this level have mastered the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.MA\",\"PASEC: Mean performance on the mathematics scale for 2nd grade students. Male\",\"Average score of male Grade 2 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.MG.GAP\",\"PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Mathematics\",\"Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.NPP\",\"PASEC: Mean performance on the mathematics scale for 2nd grade students who did not attend pre-primary education\",\"Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P05\",\"PASEC: Distribution of 2nd grade mathematics scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P1\",\"PASEC: Distribution of 2nd grade mathematics scores: 1st Percentile Score\",\"The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P10\",\"PASEC: Distribution of 2nd grade mathematics scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P25\",\"PASEC: Distribution of 2nd grade mathematics scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P50\",\"PASEC: Distribution of 2nd grade mathematics scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P75\",\"PASEC: Distribution of 2nd grade mathematics scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P90\",\"PASEC: Distribution of 2nd grade mathematics scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P95\",\"PASEC: Distribution of 2nd grade mathematics scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.P99\",\"PASEC: Distribution of 2nd grade mathematics scores: 99th Percentile Score\",\"The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.PP\",\"PASEC: Mean performance on the mathematics scale for 2nd grade students who attended pre-primary education\",\"Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.PP.GAP\",\"PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Mathematics\",\"Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.PRI.GAP\",\"PASEC: Average performance gap between 2nd grade students in private and public education. Mathematics\",\"Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.RU.GAP\",\"PASEC: Average performance gap between 2nd grade students in rural and urban areas. Mathematics\",\"Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.SUB1\",\"PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 13-7\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.SUB2\",\"PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 34-11\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.2.SUB3\",\"PASEC: Percentage of 2nd grade students correcting answering the subtraction problem: 50-18\",\"Share of 2nd grade students correctly answering the stated problem. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6\",\"PASEC: Mean performance on the mathematics scale for 6th grade students. Total\",\"Average score of Grade 6 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.FE\",\"PASEC: Mean performance on the mathematics scale for 6th grade students. Female\",\"Average score of female Grade 6 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.L0\",\"PASEC: 6th grade students by mathematics proficiency level (%). Below Level 1\",\"Share of 6th grade students who scored below 433.3 on the PASEC mathematics scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.L1\",\"PASEC: 6th grade students by mathematics proficiency level (%). Level 1\",\"Share of 6th grade students scoring higher than 433.3 but below 521.5 on the PASEC mathematics scale. Students at Level 1 have not reached the Sufficient Competency Threshold, but they can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.L2\",\"PASEC: 6th grade students by mathematics proficiency level (%). Level 2\",\"Share of 6th grade students scoring higher than 521.5 but below 609.6 on the PASEC mathematics scale. Students at Level 2 have reached the Sufficient Competency Threshold, and are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientific approach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, students can perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with units of length or days, hours and minutes. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.L3\",\"PASEC: 6th grade students by mathematics proficiency level (%). Level 3\",\"Share of 6th grade students scoring at least 609.6 on the PASEC mathematics scale. Students at Level 3 have reached the Sufficient Competency Threshold. They are able to answer arithmetic and measurement questions that require them to analyze situations and decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers, and in measurement, they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances. They are also able to perform calculations and conversions involving hours, minutes and seconds. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.MA\",\"PASEC: Mean performance on the mathematics scale for 6th grade students. Male\",\"Average score of male Grade 6 students on the PASEC mathemathics scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.MG.GAP\",\"PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Mathematics\",\"Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.NPP\",\"PASEC: Mean performance on the mathematics scale for 6th grade students who did not attend pre-primary education\",\"Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P05\",\"PASEC: Distribution of 6th grade mathematics scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P1\",\"PASEC: Distribution of 6th grade mathematics scores: 1st Percentile Score\",\"The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P10\",\"PASEC: Distribution of 6th grade mathematics scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P25\",\"PASEC: Distribution of 6th grade mathematics scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P50\",\"PASEC: Distribution of 6th grade mathematics scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P75\",\"PASEC: Distribution of 6th grade mathematics scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P90\",\"PASEC: Distribution of 6th grade mathematics scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P95\",\"PASEC: Distribution of 6th grade mathematics scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.P99\",\"PASEC: Distribution of 6th grade mathematics scores: 99th Percentile Score\",\"The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.PP\",\"PASEC: Mean performance on the mathematics scale for 6th grade students who attended pre-primary education\",\"Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.PP.GAP\",\"PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Mathematics\",\"Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.PRI.GAP\",\"PASEC: Average performance gap between 6th grade students in private and public education. Mathematics\",\"Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.6.RU.GAP\",\"PASEC: Average performance gap between 6th grade students in rural and urban areas. Mathematics\",\"Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.MAT.P05\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P10\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P25\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P50\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P75\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P90\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT.P95\",\"PASEC: Distribution of 5th Grade Mathematics Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5\",\"PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students, total\",\"Mean percentage correct for 5th grade students on the mathematics exam. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.FE\",\"PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students, female\",\"Mean percentage correct for female 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.HIG\",\"PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), total\",\"Share of students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.HIG.FE\",\"PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), female\",\"Share of female students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.HIG.MA\",\"PASEC: 5th grade students above the Knowledge Base Rate on the mathematics scale (above 40% of answers correct) (%), male\",\"Share of male students scoring at least 40 percent on the PASEC mathematics exam. The Knowledge Base Rate is the minimum learning goal based on the programs of the level selected and appropriate to the scale of the tests used. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.LO\",\"PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), total\",\"Share of students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.LO.FE\",\"PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), female\",\"Share of female students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.LO.MA\",\"PASEC: 5th grade students at the lowest level of proficiency on the mathematics scale (less than 25% of answers correct) (%), male\",\"Share of male students scoring less than 25 percent on the PASEC mathematics exam. The Failure Rate is the score a pupil could obtain by completing the PASEC test randomly. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.MAT5.MA\",\"PASEC: Mean performance on the mathematics scale (100 points) for 5th grade students, male\",\"Mean percentage correct for male 5th grade students on the mathematics exam. Average differences are only significant between males and females in Benin, Gabon, Burkina Faso, Senegal, Burundi, Cote d'Ivoire, Togo and Comoros. Since comparison is suggested by giving average scores for males/females, please take into account that these are only raw effects of gender. PASEC uses econometric models to validate the effect of gender in achievement. Data reflects country performance in the stated year according to PASEC. 2004-2005 PASEC data is only comparable with other country data from 2004-2005. 2006-2010 data is not comparable with data from 2004-2005. Consult the PASEC website for more detailed information: http://www.confemen.org/le-pasec/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEM Education Systems (PASEC)\"\n\"LO.PASEC.REA.2\",\"PASEC: Mean performance on the language scale for 2nd grade students. Total\",\"Average score of Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.FE\",\"PASEC: Mean performance on the language scale for 2nd grade students. Female\",\"Average score of female Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.L0\",\"PASEC: 2nd grade students by language proficiency level (%). Below Level 1\",\"Percentage of 2nd grade students scoring below 399.1 on the PASEC reading scale. Pupils below Level 1 do not display the competencies measured by the PASEC reading test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.L1\",\"PASEC: 2nd grade students by language proficiency level (%). Level 1\",\"Percentage of 2nd grade students scoring at least 399.1 but not higher than 469.5 on the PASEC reading scale. Students at proficiency level 1 are classified as Early Readers who have not reached the Sufficient Competency Threshold. Students at this level are able to understand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.L2\",\"PASEC: 2nd grade students by language proficiency level (%). Level 2\",\"Percentage of 2nd grade students scoring at least 469.5 but not higher than 540 on the PASEC reading scale. Students at proficiency level 2 are classified as Emerging Readers who have not reached the Sufficient Competency Threshold. These students are in the process of developing the first basic links between the oral and written language. They can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes). Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.L3\",\"PASEC: 2nd grade students by language proficiency level (%). Level 3\",\"Percentage of 2nd grade students scoring at least 540 but not higher than 610.4 on the PASEC reading scale. Students at proficiency level 3 are classified as Novice Readers who have reached the Sufficient Competency Threshold. These students have demonstrated their skills at written language decoding, listening comprehension and reading comprehension. They are able to identify the meaning of isolated words in reading comprehension, and in listening comprehension, they are able to understand explicit information in a short passage containing familiar vocabulary. They have developed links between oral and written language thus improving their decoding skills and expanding their vocabulary. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.L4\",\"PASEC: 2nd grade students by language proficiency level (%). Level 4\",\"Percentage of 2nd grade students scoring at least 610.4 on the PASEC reading scale. Students at proficiency level 4 are classified as Intermediate Readers who have reached the Sufficient Competency Threshold. These students have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.LTR.0T5\",\"PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 0 to 5 Letters\",\"Percentage of 2nd grade students who accurately read 5 or less letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.LTR.11T20\",\"PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 11 to 20 Letters\",\"Percentage of 2nd grade students who accurately read 11 to 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.LTR.20UP\",\"PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 20+ Letters\",\"Percentage of 2nd grade students who accurately read more than 20 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.LTR.6T10\",\"PASEC: Distribution of 2nd grade students by average number of letters read accurately in one minute. 6 to 10 Letters\",\"Percentage of 2nd grade students who accurately read 6 to 10 letters per minute on the PASEC reading assessment. Pupils’ ability to read letters of the alphabet correctly and quickly shows how well pupils have mastered initial letter decoding skills. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.MA\",\"PASEC: Mean performance on the language scale for 2nd grade students. Male\",\"Average score of male Grade 2 students on the PASEC language scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.MG.GAP\",\"PASEC: Average performance gap between 2nd grade students in multigrade and standard classes. Language\",\"Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.NPP\",\"PASEC: Mean performance on the language scale for 2nd grade students who did not attend pre-primary education\",\"Average score of Grade 2 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P05\",\"PASEC: Distribution of 2nd grade language scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P1\",\"PASEC: Distribution of 2nd grade language scores: 1st Percentile Score\",\"The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P10\",\"PASEC: Distribution of 2nd grade language scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P25\",\"PASEC: Distribution of 2nd grade language scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P50\",\"PASEC: Distribution of 2nd grade language scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P75\",\"PASEC: Distribution of 2nd grade language scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P90\",\"PASEC: Distribution of 2nd grade language scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P95\",\"PASEC: Distribution of 2nd grade language scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.P99\",\"PASEC: Distribution of 2nd grade language scores: 99th Percentile Score\",\"The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.PP\",\"PASEC: Mean performance on the language scale for 2nd grade students who attended pre-primary education\",\"Average score of Grade 2 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.PP.GAP\",\"PASEC: Average performance gap between 2nd grade students who attended/did not attend pre-primary education. Language\",\"Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.PRI.GAP\",\"PASEC: Average performance gap between 2nd grade students in private and public education. Language\",\"Average difference between pupil scores in private and public educational institutions controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.RU.GAP\",\"PASEC: Average performance gap between 2nd grade students in rural and urban areas. Language\",\"Average difference between pupil scores in rural and urban areas controlling for the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.WRD.0\",\"PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 0 Words\",\"Percentage of 2nd grade students who accurately read zero words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.WRD.11T20\",\"PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 11 to 20 Words\",\"Percentage of 2nd grade students who accurately read 11 to 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.WRD.1T5\",\"PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 1 to 5 Words\",\"Percentage of 2nd grade students who accurately read 1 to 5 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.WRD.20UP\",\"PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 20+ Words\",\"Percentage of 2nd grade students who accurately read more than 20 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.2.WRD.6T10\",\"PASEC: Distribution of 2nd grade students by average number of words read accurately in one minute. 6 to 10 Words\",\"Percentage of 2nd grade students who accurately read 6 to 10 words within one minute. The exercise requires pupils to read isolated, familiar and mostly irregular words to determine which pupils have developed sufficient written language decoding skills to adopt a lexical approach to reading. Pupils have up to five seconds to read each word; This time limit ensures that students are not decoding words through the sub-lexical assembly process. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6\",\"PASEC: Mean performance on the reading scale for 6th grade students. Total\",\"Average score of Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.FE\",\"PASEC: Mean performance on the reading scale for 6th grade students. Female\",\"Average score of female Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.L0\",\"PASEC: 6th grade students by reading proficiency level (%). Below Level 1\",\"Share of 6th grade students scoring below 365 on the PASEC reading scale. Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; Pupils at this level do not display the competencies measured by this test. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.L1\",\"PASEC: 6th grade students by reading proficiency level (%). Level 1\",\"Share of 6th grade students scoring higher than 365 but lower than 441.7 on the PASEC reading scale. Students at level 1 have not achieved the Sufficient Competency Threshold. They have developed decoding skills and can draw on them to understand isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.L2\",\"PASEC: 6th grade students by reading proficiency level (%). Level 2\",\"Share of 6th grade students scoring higher than 441.7 but lower than 518.4 on the PASEC reading scale. Students at level 2 have not achieved the Sufficient Competency Threshold, but they can draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to paraphrase explicit information from a text and locate information in short and medium length texts by identifying clues in the text and questions. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.L3\",\"PASEC: 6th grade students by reading proficiency level (%). Level 3\",\"Share of 6th grade students scoring higher than 518.4 but lower than 595.1 on the PASEC reading scale. Students at level 3 have achieved the Sufficient Competency Threshold. They are able to combine two pieces of explicit information from a document and carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Students can also locate explicit information in long texts and discontinuous documents. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.L4\",\"PASEC: 6th grade students by reading proficiency level (%). Level 4\",\"Share of 6th grade students scoring higher than 595.1 on the PASEC reading scale. Students at level 4 have achieved the Sufficient Competency Threshold and have an overall understanding of narrative passages, informative texts and documents. They are able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils can to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.MA\",\"PASEC: Mean performance on the reading scale for 6th grade students. Male\",\"Average score of male Grade 6 students on the PASEC reading scale. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.MG.GAP\",\"PASEC: Average performance gap between 6th grade students in multigrade and standard classes. Reading\",\"Average difference in scores between students in multigrade classes and standard classes. Standard classes have one full-time teacher per class/grade, and multigrade classes have pupils from different grades in a single pedagogical group with a single teacher. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.NPP\",\"PASEC: Mean performance on the reading scale for 6th grade students who did not attend pre-primary education\",\"Average score of Grade 6 students who did not attend any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P05\",\"PASEC: Distribution of 6th grade reading scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P1\",\"PASEC: Distribution of 6th grade reading scores: 1st Percentile Score\",\"The 1st percentile score is the score below which 1 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P10\",\"PASEC: Distribution of 6th grade reading scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P25\",\"PASEC: Distribution of 6th grade reading scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P50\",\"PASEC: Distribution of 6th grade reading scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P75\",\"PASEC: Distribution of 6th grade reading scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P90\",\"PASEC: Distribution of 6th grade reading scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P95\",\"PASEC: Distribution of 6th grade reading scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 95 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.P99\",\"PASEC: Distribution of 6th grade reading scores: 99th Percentile Score\",\"The 99th percentile score is the score below which 99 percent of students scored. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.PP\",\"PASEC: Mean performance on the reading scale for 6th grade students who attended pre-primary education\",\"Average score of Grade 6 students who attended any form of pre-primary education. PASEC performance scales have an international average of 500 points and a standard deviation of 100 points with all countries being given equal weighting. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.PP.GAP\",\"PASEC: Average performance gap between 6th grade students who attended/did not attend pre-primary education. Reading\",\"Average difference in scores between students in who attended or did not attend any form of pre-primary education. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.PRI.GAP\",\"PASEC: Average performance gap between 6th grade students in private and public education. Reading\",\"Average difference between pupil scores in private and public educational institutions controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When public and private schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PASEC.REA.6.RU.GAP\",\"PASEC: Average performance gap between 6th grade students in rural and urban areas. Reading\",\"Average difference between pupil scores in rural and urban areas controlling for the socioeconomic index and the territorial planning index, which is calculated based on the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center; a police station; a bank; a savings bank; a post office; and a cultural center or library. When urban and rural schools are located in areas with similar infrastructure and service levels as measured by the territorial planning index, the gaps between pupils’ scores tend to be smaller. Urban areas include towns and town suburbs, and rural areas include large villages (several hundred family lots) and small villages (up to one hundred family lots). These urban/rural definitions are standard across countries to facilitate the comparison of trends from one country to another. See footnotes for the statistical significance of each data point. Data were published for this indicator beginning with PASEC 2014. Consult the PASEC website for more detailed information: http://www.pasec.confemen.org/\",\"Education Statistics\",\"Programme d'Analyse des Systèmes Educatifs de la CONFEMEN/Program for the Analysis of CONFEMEN Education Systems (PASEC): http://www.pasec.confemen.org/\"\n\"LO.PIAAC.LIT\",\"PIAAC: Mean Adult Literacy Proficiency. Total\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.1\",\"PIAAC: Adults by literacy proficiency level (%). Level 1\",\"Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.2\",\"PIAAC: Adults by literacy proficiency level (%). Level 2\",\"Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.3\",\"PIAAC: Adults by literacy proficiency level (%). Level 3\",\"Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.4\",\"PIAAC: Adults by literacy proficiency level (%). Level 4\",\"Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.5\",\"PIAAC: Adults by literacy proficiency level (%). Level 5\",\"Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.BE\",\"PIAAC: Adults by literacy proficiency level (%). Below Level 1\",\"Percentage of adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE\",\"PIAAC: Mean Adult Literacy Proficiency. Female\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.1\",\"PIAAC: Female adults by literacy proficiency level (%). Level 1\",\"Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.2\",\"PIAAC: Female adults by literacy proficiency level (%). Level 2\",\"Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.3\",\"PIAAC: Female adults by literacy proficiency level (%). Level 3\",\"Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.4\",\"PIAAC: Female adults by literacy proficiency level (%). Level 4\",\"Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.5\",\"PIAAC: Female adults by literacy proficiency level (%). Level 5\",\"Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.FE.BE\",\"PIAAC: Female adults by literacy proficiency level (%). Below Level 1\",\"Percentage of female adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA\",\"PIAAC: Mean Adult Literacy Proficiency. Male\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population for the survey was the non institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.1\",\"PIAAC: Male adults by literacy proficiency level (%). Level 1\",\"Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.2\",\"PIAAC: Male adults by literacy proficiency level (%). Level 2\",\"Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.3\",\"PIAAC: Male adults by literacy proficiency level (%). Level 3\",\"Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.4\",\"PIAAC: Male adults by literacy proficiency level (%). Level 4\",\"Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.5\",\"PIAAC: Male adults by literacy proficiency level (%). Level 5\",\"Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.MA.BE\",\"PIAAC: Male adults by literacy proficiency level (%). Below Level 1\",\"Percentage of male adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P05\",\"PIAAC: Distribution of Adult Literacy Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P10\",\"PIAAC: Distribution of Adult Literacy Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P25\",\"PIAAC: Distribution of Adult Literacy Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P50\",\"PIAAC: Distribution of Adult Literacy Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P75\",\"PIAAC: Distribution of Adult Literacy Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P90\",\"PIAAC: Distribution of Adult Literacy Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.P95\",\"PIAAC: Distribution of Adult Literacy Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU\",\"PIAAC: Mean Young Adult Literacy Proficiency. Total\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.1\",\"PIAAC: Young adults by literacy proficiency level (%). Level 1\",\"Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognizing basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.2\",\"PIAAC: Young adults by literacy proficiency level (%). Level 2\",\"Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. At this level, the medium of texts may be digital or printed, and texts may comprise continuous, non-continuous, or mixed types. Tasks at this level require respondents to make matches between the text and information, and may require paraphrasing or low-level inferences. Some competing pieces of information may be present. Some tasks require the respondent to either A) cycle through or integrate two or more pieces of information based on criteria; B) compare and contrast or reason about information requested in the question; or C) navigate within digital texts to access and identify information from various parts of a document. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.3\",\"PIAAC: Young adults by literacy proficiency level (%). Level 3\",\"Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Texts at this level are often dense or lengthy, and include continuous, non-continuous, mixed, or multiple pages of text. Understanding text and rhetorical structures become more central to successfully completing tasks, especially navigating complex digital texts. Tasks require the respondent to identify, interpret, or evaluate one or more pieces of information, and often require varying levels of inference. Many tasks require the respondent to construct meaning across larger chunks of text or perform multi-step operations in order to identify and formulate responses. Often tasks also demand that the respondent disregard irrelevant or inappropriate content to answer accurately. Competing information is often present, but it is not more prominent than the correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.4\",\"PIAAC: Young adults by literacy proficiency level (%). Level 4\",\"Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level often require respondents to perform multiple-step operations to integrate, interpret, or synthesize information from complex or lengthy continuous, non-continuous, mixed, or multiple type texts. Complex inferences and application of background knowledge may be needed to perform the task successfully. Many tasks require identifying and understanding one or more specific, non-central idea(s) in the text in order to interpret or evaluate subtle evidence-claim or persuasive discourse relationships. Conditional information is frequently present in tasks at this level and must be taken into consideration by the respondent. Competing information is present and sometimes seemingly as prominent as correct information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.5\",\"PIAAC: Young adults by literacy proficiency level (%). Level 5\",\"Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialized background knowledge. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.BE\",\"PIAAC: Young adults by literacy proficiency level (%). Below Level 1\",\"Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale. The tasks at this level require the respondent to read brief texts on familiar topics to locate a single piece of specific information. There is seldom any competing information in the text and the requested information is identical in form to information in the question or directive. The respondent may be required to locate information in short continuous texts. However, in this case, the information can be located as if the text were non-continuous in format. Only basic vocabulary knowledge is required, and the reader is not required to understand the structure of sentences or paragraphs or make use of other text features. Tasks below Level 1 do not make use of any features specific to digital texts. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The percentage of adults scoring at different levels of proficiency adds up to 100% when the percentage of literacy-related non-respondents are taken into account. Adults in this category were not able to complete the background questionnaire due to language difficulties or learning and mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.FE\",\"PIAAC: Mean Young Adult Literacy Proficiency. Female\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.LIT.YOU.MA\",\"PIAAC: Mean Young Adult Literacy Proficiency. Male\",\"Literacy is defined as the ability to understand, evaluate, use and engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential. Literacy encompasses a range of skills from the decoding of written words and sentences to the comprehension, interpretation, and evaluation of complex texts. It does not, however, involve the production of text (writing). Information on the skills of adults with low levels of proficiency is provided by an assessment of reading components that covers text vocabulary, sentence comprehension and passage fluency. The target population was the non institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. Literacy-related non-respondents are not included in the calculation of the mean scores which, thus, present an upper bound of the estimated literacy proficiency of the population. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM\",\"PIAAC: Mean Adult Numeracy Proficiency. Total\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.1\",\"PIAAC: Adults by numeracy proficiency level (%). Level 1\",\"Percentage of adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.2\",\"PIAAC: Adults by numeracy proficiency level (%). Level 2\",\"Percentage of adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.3\",\"PIAAC: Adults by numeracy proficiency level (%). Level 3\",\"Percentage of adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.4\",\"PIAAC: Adults by numeracy proficiency level (%). Level 4\",\"Percentage of adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.5\",\"PIAAC: Adults by numeracy proficiency level (%). Level 5\",\"Percentage of adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.BE\",\"PIAAC: Adults by numeracy proficiency level (%). Below Level 1\",\"Percentage of adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE\",\"PIAAC: Mean Adult Numeracy Proficiency. Female\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.1\",\"PIAAC: Female adults by numeracy proficiency level (%). Level 1\",\"Percentage of female adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.2\",\"PIAAC: Female adults by numeracy proficiency level (%). Level 2\",\"Percentage of female adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.3\",\"PIAAC: Female adults by numeracy proficiency level (%). Level 3\",\"Percentage of female adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.4\",\"PIAAC: Female adults by numeracy proficiency level (%). Level 4\",\"Percentage of female adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.5\",\"PIAAC: Female adults by numeracy proficiency level (%). Level 5\",\"Percentage of female adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.FE.BE\",\"PIAAC: Female adults by numeracy proficiency level (%). Below Level 1\",\"Percentage of female adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA\",\"PIAAC: Mean Adult Numeracy Proficiency. Male\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.1\",\"PIAAC: Male adults by numeracy proficiency level (%). Level 1\",\"Percentage of male adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.2\",\"PIAAC: Male adults by numeracy proficiency level (%). Level 2\",\"Percentage of male adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.3\",\"PIAAC: Male adults by numeracy proficiency level (%). Level 3\",\"Percentage of male adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.4\",\"PIAAC: Male adults by numeracy proficiency level (%). Level 4\",\"Percentage of male adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.5\",\"PIAAC: Male adults by numeracy proficiency level (%). Level 5\",\"Percentage of male adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.MA.BE\",\"PIAAC: Male adults by numeracy proficiency level (%). Below Level 1\",\"Percentage of male adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P05\",\"PIAAC: Distribution of Adult Numeracy Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P10\",\"PIAAC: Distribution of Adult Numeracy Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P25\",\"PIAAC: Distribution of Adult Numeracy Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P50\",\"PIAAC: Distribution of Adult Numeracy Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P75\",\"PIAAC: Distribution of Adult Numeracy Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P90\",\"PIAAC: Distribution of Adult Numeracy Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.P95\",\"PIAAC: Distribution of Adult Numeracy Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU\",\"PIAAC: Mean Young Adult Numeracy Proficiency. Total\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.1\",\"PIAAC: Young adults by numeracy proficiency level (%). Level 1\",\"Percentage of young (age 16-24) adults scoring 176 to less than 226 points on the 0 to 500 point scale. Tasks at this level require the respondent to carry out basic mathematical processes in common, concrete contexts where the mathematical content is explicit with little text and minimal distractors. Tasks usually require one-step or simple processes involving counting, sorting, performing basic arithmetic operations, understanding simple percents such as 50%, and locating and identifying elements of simple or common graphical or spatial representations. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.2\",\"PIAAC: Young adults by numeracy proficiency level (%). Level 2\",\"Percentage of young (age 16-24) adults scoring 226 to less than 276 points on the 0 to 500 point scale. Tasks at this level require the respondent to identify and act on mathematical information and ideas embedded in a range of common contexts where the mathematical content is fairly explicit or visual with relatively few distractors. Tasks tend to require the application of two or more steps or processes involving calculation with whole numbers and common decimals, percents and fractions; simple measurement and spatial representation; estimation; and interpretation of relatively simple data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.3\",\"PIAAC: Young adults by numeracy proficiency level (%). Level 3\",\"Percentage of young (age 16-24) adults scoring 276 to less than 326 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand mathematical information that may be less explicit, embedded in contexts that are not always familiar and represented in more complex ways. Tasks require several steps and may involve the choice of problem-solving strategies and relevant processes. Tasks tend to require the application of number sense and spatial sense; recognizing and working with mathematical relationships, patterns, and proportions expressed in verbal or numerical form; and interpretation and basic analysis of data and statistics in texts, tables and graphs. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.4\",\"PIAAC: Young adults by numeracy proficiency level (%). Level 4\",\"Percentage of young (age 16-24) adults scoring 326 to less than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand a broad range of mathematical information that may be complex, abstract or embedded in unfamiliar contexts. These tasks involve undertaking multiple steps and choosing relevant problem-solving strategies and processes. Tasks tend to require analysis and more complex reasoning about quantities and data; statistics and chance; spatial relationships; and change, proportions and formulas. Tasks at this level may also require understanding arguments or communicating well-reasoned explanations for answers or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.5\",\"PIAAC: Young adults by numeracy proficiency level (%). Level 5\",\"Percentage of young (age 16-24) adults scoring equal to or higher than 376 points on the 0 to 500 point scale. Tasks at this level require the respondent to understand complex representations and abstract and formal mathematical and statistical ideas, possibly embedded in complex texts. Respondents may have to integrate multiple types of mathematical information where considerable translation or interpretation is required; draw inferences; develop or work with mathematical arguments or models; and justify, evaluate and critically reflect upon solutions or choices. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.BE\",\"PIAAC: Young adults by numeracy proficiency level (%). Below Level 1\",\"Percentage of young (age 16-24) adults scoring below 176 points on the 0 to 500 point scale on the 0 to 500 point scale. Tasks at this level require the respondents to carry out simple processes such as counting, sorting, performing basic arithmetic operations with whole numbers or money, or recognizing common spatial representations in concrete, familiar contexts where the mathematical content is explicit with little or no text or distractors. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. The proportion of adults scoring at different levels of proficiency adds up to 100% when the percentage of numeracy-related non-respondents are taken into account. Adults in the missing category were not able to provide enough background information to impute proficiency scores because of language difficulties, or learning or mental disabilities (literacy-related non-response). For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.FE\",\"PIAAC: Mean Young Adult Numeracy Proficiency. Female\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.NUM.YOU.MA\",\"PIAAC: Mean Young Adult Numeracy Proficiency. Male\",\"Numeracy is defined as the ability to access, use, interpret and communicate mathematical information and ideas in order to engage in and manage the mathematical demands of a range of situations in adult life. To this end, numeracy involves managing a situation or solving a problem in a real context, by responding to mathematical content/information/ideas represented in multiple ways. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.1\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 1\",\"Percentage of adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.2\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 2\",\"Percentage of adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.3\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Level 3\",\"Percentage of adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.BE\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1\",\"Percentage of adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FAIL\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Failed the ICT Core Test\",\"Adults in this category had prior computer experience but failed the ICT core test, which assesses basic ICT skills, such as the capacity to use a mouse or scroll through a web page, needed to take the computer-based assessment. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.1\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 1\",\"Percentage of female adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.2\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 2\",\"Percentage of female adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.3\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Level 3\",\"Percentage of female adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.BE\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1\",\"Percentage of female adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.FAIL\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test\",\"Percentage of female adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.NO\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). No computer experience\",\"Percentage of female adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.FE.OPT\",\"PIAAC: Female adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment\",\"Percentage of female adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.1\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 1\",\"Percentage of male adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.2\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 2\",\"Percentage of male adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.3\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Level 3\",\"Percentage of male adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.BE\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1\",\"Percentage of male adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population for the survey was the non-institutionalized population, aged 16-65 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.FAIL\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test\",\"Percentage of male adults who had prior computer experience but failed the ICT core test, which assesses the basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.NO\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). No computer experience\",\"Percentage of male adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.MA.OPT\",\"PIAAC: Male adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment\",\"Percentage of male adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.NO\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). No computer experience\",\"Adults in this category reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.OPT\",\"PIAAC: Adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment\",\"Adults in this category opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They also did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P05\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P10\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P25\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P50\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P75\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P90\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.P95\",\"PIAAC: Distribution of Adult Problem Solving in Technology-Rich Environments Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of adults (age 16 to 65) scored. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.1\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 1\",\"Percentage of young (age 16-24) adults scoring 241 to less than 291 points on the 0 to 500 point scale. At this level, tasks typically require the use of widely available and familiar technology applications, such as e-mail software or a web browser. There is little or no navigation required to access the information or commands required to solve the problem. The tasks involve few steps and a minimal number of operators. Only simple forms of reasoning, such as assigning items to categories, are required; there is no need to contrast or integrate information. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.2\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 2\",\"Percentage of young (age 16-24) adults scoring 291 to less than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. For instance, the respondent may have to make use of a novel online form. Some navigation across pages and applications is required to solve the problem. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, though the criteria to be met are explicit. There are higher monitoring demands. Some unexpected outcomes or impasses may appear. The task may require evaluating the relevance of a set of items to discard distractors. Some integration and inferential reasoning may be needed. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.3\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Level 3\",\"Percentage of young (age 16-24) adults scoring equal to or higher than 341 points on the 0 to 500 point scale. At this level, tasks typically require the use of both generic and more specific technology applications. Some navigation across pages and applications is required to solve the problem. The use of tools (e.g. a sort function) is required to make progress towards the solution. The task may involve multiple steps and operators. The goal of the problem may have to be defined by the respondent, and the criteria to be met may or may not be explicit. There are typically high monitoring demands. Unexpected outcomes and impasses are likely to occur. The task may require evaluating the relevance and reliability of information in order to discard distractors. Integration and inferential reasoning may be needed to a large extent. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.BE\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Below Level 1\",\"Percentage of young (age 16-24) adults scoring below 241 points on the 0 to 500 point scale. Tasks are based on well-defined problems involving the use of only one function within a generic interface to meet one explicit criterion without any categorical or inferential reasoning, or transforming of information. Few steps are required and no sub-goal has to be generated. The target population was the non-institutionalized population, aged 16-24 years, residing in the country at the time of data collection, irrespective of nationality, citizenship or language status. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.FAIL\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Failed ICT Core Test\",\"Percentage of young (age 16-24) adults who had prior computer experience but failed the ICT core test, which assesses basic ICT skills needed to take the computer-based assessment, such as the capacity to use a mouse or scroll through a web page. Therefore, they did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.NO\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). No computer experience\",\"Percentage of young (age 16-24) adults who reported having no prior computer experience; therefore, they did not take part in the computer-based assessment but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIAAC.TEC.YOU.OPT\",\"PIAAC: Young adults by proficiency level in problem solving in technology-rich environments (%). Opted out of computer-based assessment\",\"Percentage of young (age 16-24) adults who opted to take the paper-based assessment without first taking the ICT core assessment, even if they reported some prior experience with computers. They did not take part in the computer-based assessment, but took the paper-based version of the assessment, which does not include the problem solving in technology-rich environment domain. For more information, consult the OECD PIAAC website: http://www.oecd.org/site/piaac/\",\"Education Statistics\",\"OECD Programme for the International Assessment of Adult Competencies (PIAAC)\"\n\"LO.PIRLS.REA\",\"PIRLS: Mean performance on the reading scale, total\",\"Mean performance on the reading scale for fourth grade students. Total is the average scale score for fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.ADV\",\"PIRLS: Fourth grade students reaching the advanced international benchmark in reading achievement (%)\",\"Fourth grade students reaching the advanced international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \\\"Top 10% Benchmark\\\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.ADV.FE\",\"PIRLS: Female 4th grade students reaching the advanced international benchmark in reading achievement (%)\",\"Female 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \\\"Top 10% Benchmark\\\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.ADV.MA\",\"PIRLS: Male 4th grade students reaching the advanced international benchmark in reading achievement (%)\",\"Male 4th grade students reaching the advanced international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 625 on the reading assessment. When reading Literary Texts, students at the advanced international benchmarking level can: A) Integrate ideas and evidence across a text to appreciate overall themes, and B) Interpret story events and character actions to provide reasons, motivations, feelings, and character traits with full text-based support. When reading Informational Texts, students at the advanced international benchmark can A) Distinguish and interpret complex information from different parts of text, and provide full text-based support, B) Integrate information across a text to provide explanations, interpret significance, and sequence activities, and C) Evaluate visual and textual features to explain their function. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Advanced benchmark was called the \\\"Top 10% Benchmark\\\" (90th percentile score), which corresponded to a scale score of 615. The 2001 data in this database were recalculated based on a 625 Advanced Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.BL\",\"PIRLS: Fourth grade students who did not reach the low international benchmark in reading achievement (%)\",\"Fourth grade students who did not reach the low international benchmark in reading achievement (%) is the share of fourth grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.BL.FE\",\"PIRLS: Female 4th grade students who did not reach the low international benchmark in reading achievement (%)\",\"Female 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of female 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.BL.MA\",\"PIRLS: Male 4th grade students who did not reach the low international benchmark in reading achievement (%)\",\"Male 4th grade students who did not reach the low international benchmark in reading achievement (%) is the share of male 4th grade students who did not score at least 400 on the reading assessment. These figures were calculated by the World Bank EdStats team by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.FE\",\"PIRLS: Mean performance on the reading scale, female\",\"Mean performance on the reading scale for fourth grade students. Female is the average scale score for female fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.HI\",\"PIRLS: Fourth grade students reaching the high international benchmark in reading achievement (%)\",\"Fourth grade students reaching the high international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \\\"Upper Quarter Benchmark\\\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.HI.FE\",\"PIRLS: Female 4th grade students reaching the high international benchmark in reading achievement (%)\",\"Female 4th grade students reaching the high international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \\\"Upper Quarter Benchmark\\\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.HI.MA\",\"PIRLS: Male 4th grade students reaching the high international benchmark in reading achievement (%)\",\"Male 4th grade students reaching the high international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 550 on the reading assessment. When reading Literary Texts, students at the high benchmarking level can A) Locate and distinguish significant actions and details embedded across the text, B) Make inferences to explain relationships between intentions, actions, events, and feelings, and give text-based support, C) Interpret and integrate story events and character actions and traits from different parts of the text, D) Evaluate the significance of events and actions across the entire story, and E) Recognize the use of some language features (e.g., metaphor, tone, imagery). When reading Informational Texts, students at this benchmarking level can: A) Locate and distinguish relevant information within a dense text or a complex table, B) Make inferences about logical connections to provide explanations and reasons, C) Integrate textual and visual information to interpret the relationship between ideas, and D) Evaluate content and textual elements to make a generalization. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the High Benchmark was called the \\\"Upper Quarter Benchmark\\\" or 75th percentile score, which corresponded to a scale score of 570. The 2001 data in this database were recalculated based on a 550 High Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.INT\",\"PIRLS: Fourth grade students reaching the intermediate international benchmark in reading achievement (%)\",\"Fourth grade students reaching the intermediate international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median Benchmark\\\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.INT.FE\",\"PIRLS: Female 4th grade students reaching the intermediate international benchmark in reading achievement (%)\",\"Female 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median Benchmark\\\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.INT.MA\",\"PIRLS: Male 4th grade students reaching the intermediate international benchmark in reading achievement (%)\",\"Male 4th grade students reaching the intermediate international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 475 on the reading assessment. When reading Literary Texts, students at the intermediate benchmarking level can A) Retrieve and reproduce explicitly stated actions, events, and feelings, B) Make straightforward inferences about the attributes, feelings, and motivations of main characters, C) Interpret obvious reasons and causes and give simple explanations, and D) Begin to recognize language features and style. When reading Informational Texts, students at the informational level can A) Locate and reproduce two or three pieces of information from within the text, and B) Use subheadings, text boxes, and illustrations to locate parts of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Intermediate Benchmark was called the \\\"Median Benchmark\\\" (50th percentile score or median), which corresponded to a scale score of 510. The 2001 data in this database were recalculated based on a 475 Intermediate Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.LOW\",\"PIRLS: Fourth grade students reaching the low international benchmark in reading achievement (%)\",\"Fourth grade students reaching the low international benchmark in reading achievement (%) is the share of fourth grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.LOW.FE\",\"PIRLS: Female 4th grade students reaching the low international benchmark in reading achievement (%)\",\"Female 4th grade students reaching the low international benchmark in reading achievement (%) is the share of female 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.LOW.MA\",\"PIRLS: Male 4th grade students reaching the low international benchmark in reading achievement (%)\",\"Male 4th grade students reaching the low international benchmark in reading achievement (%) is the share of male 4th grade students scoring at least 400 on the reading assessment. When reading Literary Texts, students at the low benchmarking level can locate and retrieve an explicitly stated detail. When reading Informational Texts, students at the low benchmark can locate and reproduce explicitly stated information that is at the beginning of the text. The procedure for identifying International Benchmarks changed from the PIRLS 2001 method of using percentiles to a method based on scores that do not change from PIRLS cycle to cycle. In PIRLS 2001, the Low Benchmark was called the \\\"Lower Quarter Benchmark\\\" (25th percentile score), which corresponded to a scale score of 435. The 2001 data in this database were recalculated based on a 400 Low Benchmark score and are different than the data found in the 2001 PIRLS report. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.MA\",\"PIRLS: Mean performance on the reading scale, male\",\"Mean performance on the reading scale for fourth grade students. Male is the average scale score for male fourth graders on the PIRLS reading assessment. The scale centerpoint is 500. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P05\",\"PIRLS: Distribution of Reading Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P10\",\"PIRLS: Distribution of Reading Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P25\",\"PIRLS: Distribution of Reading Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P50\",\"PIRLS: Distribution of Reading Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P75\",\"PIRLS: Distribution of Reading Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P90\",\"PIRLS: Distribution of Reading Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PIRLS.REA.P95\",\"PIRLS: Distribution of Reading Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year, but may not be comparable across years or countries. Consult the PIRLS website for more detailed information: http://timssandpirls.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA) Progress in International Reading Literacy Study (PIRLS)\"\n\"LO.PISA.MAT\",\"PISA: Mean performance on the mathematics scale\",\"Average score of 15-year-old students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.0\",\"PISA: 15-year-olds by mathematics proficiency level (%). Below Level 1\",\"Percentage of 15-year-old students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.0.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Below Level 1\",\"Percentage of 15-year-old female students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.0.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Below Level 1\",\"Percentage of 15-year-old male students below the lowest proficiency level (scoring 358 or below) on the PISA mathematics scale. Students below Level 1 may be able to perform very direct and straightforward mathematical tasks, such as reading a single value from a well-labeled chart or table where the labels on the chart match the words in the stimulus and question, so that the selection criteria are clear and the relationship between the chart and the aspects of the context depicted are evident, and performing arithmetic calculations with whole numbers by following clear and well-defined instructions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.1\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 1\",\"Percentage of 15-year-old students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. . At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.1.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 1\",\"Percentage of 15-year-old female students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.1.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1\",\"Percentage of 15-year-old male students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.2\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 2\",\"Percentage of 15-year-old students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.2.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 2\",\"Percentage of 15-year-old female students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.2.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2\",\"Percentage of 15-year-old male students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.3\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 3\",\"Percentage of 15-year-old students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.3.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 3\",\"Percentage of 15-year-old female students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.3.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3\",\"Percentage of 15-year-old male students scoring higher than 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.4\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 4\",\"Percentage of 15-year-old students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.4.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 4\",\"Percentage of 15-year-old female students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.4.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 4\",\"Percentage of 15-year-old male students scoring higher than 545 but lower than or equal to 607 on the PISA mathematics scale. At Level 4, students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilize their limited range of skills and can reason with some insight, in straightforward contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.5\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 5\",\"Percentage of 15-year-old students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.5.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 5\",\"Percentage of 15-year-old female students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.5.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 5\",\"Percentage of 15-year-old male students scoring higher than 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.6\",\"PISA: 15-year-olds by mathematics proficiency level (%). Level 6\",\"Percentage of 15-year-old students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.6.FE\",\"PISA: Female 15-year-olds by mathematics proficiency level (%). Level 6\",\"Percentage of 15-year-old female students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.6.MA\",\"PISA: Male 15-year-olds by mathematics proficiency level (%). Level 6\",\"Percentage of 15-year-old male students scoring higher than 669 on the PISA mathematics scale. At Level 6, students can conceptualize, generalize and utilize information based on their investigations and modeling of complex problem situations, and can use their knowledge in relatively non-standard contexts. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understanding, along with a mastery of symbolic and formal mathematical operations and relationships, to develop new approaches and strategies for attacking novel situations. Students at this level can reflect on their actions, and can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situation. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.FE\",\"PISA: Mean performance on the mathematics scale. Female\",\"Average score of 15-year-old female students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.MA\",\"PISA: Mean performance on the mathematics scale. Male\",\"Average score of 15-year-old male students on the PISA mathematics scale. The metric for the overall mathematics scale is based on a mean for OECD countries of 500 points and a standard deviation of 100 points. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P05\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P10\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P25\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P50\",\"PISA: Distribution of Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P75\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P90\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.MAT.P95\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA\",\"PISA: Mean performance on the reading scale\",\"Average score of 15-year-old students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.0\",\"PISA: 15-year-olds by reading proficiency level (%). Below Level 1B\",\"Percentage of 15-year-old students scoring students below the lowest proficiency level (1B) on the PISA reading scale. Students with scores below Level 1b (less or equal to 262 points) usually do not succeed at the most basic reading tasks that PISA measures. This does not necessarily mean that they are illiterate, but that there is insufficient information on which to base a description of their reading proficiency. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.0.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Below Level 1B\",\"Percentage of 15-year-old female students scoring students below the lowest proficiency level (1B) on the PISA reading scale. Students with scores below Level 1b (less or equal to 262 points) usually do not succeed at the most basic reading tasks that PISA measures. This does not necessarily mean that they are illiterate, but that there is insufficient information on which to base a description of their reading proficiency. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.0.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Below Level 1B\",\"Percentage of 15-year-old male students scoring students below the lowest proficiency level (1B) on the PISA reading scale. Students with scores below Level 1b (less or equal to 262 points) usually do not succeed at the most basic reading tasks that PISA measures. This does not necessarily mean that they are illiterate, but that there is insufficient information on which to base a description of their reading proficiency. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1A\",\"PISA: 15-year-olds by reading proficiency level (%). Level 1A\",\"Percentage of 15-year-old students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Tasks at Level 1A require the reader to locate one or more independent pieces of explicitly stated information; to recognize the main theme or author’s purpose in a text about a familiar topic, or to make a simple connection between information in the text and common, everyday knowledge. Typically the required information in the text is prominent and there is little, if any, competing information. The reader is explicitly directed to consider relevant factors in the task and in the text. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1A.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 1A\",\"Percentage of 15-year-old female students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Tasks at Level 1A require the reader to locate one or more independent pieces of explicitly stated information; to recognize the main theme or author’s purpose in a text about a familiar topic, or to make a simple connection between information in the text and common, everyday knowledge. Typically the required information in the text is prominent and there is little, if any, competing information. The reader is explicitly directed to consider relevant factors in the task and in the text. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1A.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 1A\",\"Percentage of 15-year-old male students scoring higher than 335 but lower than or equal to 407 on the PISA reading scale. Tasks at Level 1A require the reader to locate one or more independent pieces of explicitly stated information; to recognize the main theme or author’s purpose in a text about a familiar topic, or to make a simple connection between information in the text and common, everyday knowledge. Typically the required information in the text is prominent and there is little, if any, competing information. The reader is explicitly directed to consider relevant factors in the task and in the text. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 1 data have been included in this database as Level 1A because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1B\",\"PISA: 15-year-olds by reading proficiency level (%). Level 1B\",\"Percentage of 15-year-old students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Tasks at level 1B require the reader to locate a single piece of explicitly stated information in a prominent position in a short, syntactically simple text with a familiar context and text type, such as a narrative or a simple list. The text typically provides support to the reader, such as repetition of information, pictures or familiar symbols. There is minimal competing information. In tasks requiring interpretation the reader may need to make simple connections between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1B.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 1B\",\"Percentage of 15-year-old female students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Tasks at level 1B require the reader to locate a single piece of explicitly stated information in a prominent position in a short, syntactically simple text with a familiar context and text type, such as a narrative or a simple list. The text typically provides support to the reader, such as repetition of information, pictures or familiar symbols. There is minimal competing information. In tasks requiring interpretation the reader may need to make simple connections between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.1B.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 1B\",\"Percentage of 15-year-old male students scoring higher than 262 but lower than or equal to 335 on the PISA reading scale. Tasks at level 1B require the reader to locate a single piece of explicitly stated information in a prominent position in a short, syntactically simple text with a familiar context and text type, such as a narrative or a simple list. The text typically provides support to the reader, such as repetition of information, pictures or familiar symbols. There is minimal competing information. In tasks requiring interpretation the reader may need to make simple connections between adjacent pieces of information. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Below Level 1 to Level 5) than later assessments, which use a reading scale from Below Level 1B to Level 6. Because an equivalent proficiency level to \\\"Below Level 1B\\\" and Level 1B were not calculated for the 2000, 2003, and 2006 PISA Reports, the data are not currently available for those years. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.2\",\"PISA: 15-year-olds by reading proficiency level (%). Level 2\",\"Percentage of 15-year-old students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Some tasks at level 2 require the reader to locate one or more pieces of information, which may need to be inferred and may need to meet several conditions. Others require recognizing the main idea in a text, understanding relationships, or construing meaning within a limited part of the text when the information is not prominent and the reader must make low level inferences. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge, by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.2.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 2\",\"Percentage of 15-year-old female students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Some tasks at level 2 require the reader to locate one or more pieces of information, which may need to be inferred and may need to meet several conditions. Others require recognizing the main idea in a text, understanding relationships, or construing meaning within a limited part of the text when the information is not prominent and the reader must make low level inferences. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge, by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.2.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 2\",\"Percentage of 15-year-old male students scoring higher than 407 but lower than or equal to 480 on the PISA reading scale. Some tasks at level 2 require the reader to locate one or more pieces of information, which may need to be inferred and may need to meet several conditions. Others require recognizing the main idea in a text, understanding relationships, or construing meaning within a limited part of the text when the information is not prominent and the reader must make low level inferences. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge, by drawing on personal experience and attitudes. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 2 data have been included in this database as Level 2 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.3\",\"PISA: 15-year-olds by reading proficiency level (%). Level 3\",\"Percentage of 15-year-old students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Tasks at level 3 require the reader to locate, and in some cases recognize the relationship between, several pieces of information that must meet multiple conditions. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorizing. Often the required information is not prominent or there is much competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on less common knowledge. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.3.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 3\",\"Percentage of 15-year-old female students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Tasks at level 3 require the reader to locate, and in some cases recognize the relationship between, several pieces of information that must meet multiple conditions. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorizing. Often the required information is not prominent or there is much competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on less common knowledge. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.3.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 3\",\"Percentage of 15-year-old male students scoring higher than 480 but lower than or equal to 553 on the PISA reading scale. Tasks at level 3 require the reader to locate, and in some cases recognize the relationship between, several pieces of information that must meet multiple conditions. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorizing. Often the required information is not prominent or there is much competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on less common knowledge. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 3 data have been included in this database as Level 3 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.4\",\"PISA: 15-year-olds by reading proficiency level (%). Level 4\",\"Percentage of 15-year-old students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. Tasks at Level 4 involve retrieving information require the reader to locate and organize several pieces of embedded information. Some tasks at this level require interpreting the meaning of nuances of language in a section of text by taking into account the text as a whole. Other interpretative tasks require understanding and applying categories in an unfamiliar context. Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.4.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 4\",\"Percentage of 15-year-old female students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. Tasks at Level 4 involve retrieving information require the reader to locate and organize several pieces of embedded information. Some tasks at this level require interpreting the meaning of nuances of language in a section of text by taking into account the text as a whole. Other interpretative tasks require understanding and applying categories in an unfamiliar context. Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.4.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 4\",\"Percentage of 15-year-old male students scoring higher than 553 but lower than or equal to 626 on the PISA reading scale. Tasks at Level 4 involve retrieving information require the reader to locate and organize several pieces of embedded information. Some tasks at this level require interpreting the meaning of nuances of language in a section of text by taking into account the text as a whole. Other interpretative tasks require understanding and applying categories in an unfamiliar context. Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. PISA 2000/2003/2006 Level 4 data have been included in this database as Level 4 because they are based on an identical score range. Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.5\",\"PISA: 15-year-olds by reading proficiency level (%). Level 5\",\"Percentage of 15-year-old students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Tasks at level 5 involve retrieving information require the reader to locate and organize several pieces of deeply embedded information, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialized knowledge. Both interpretative and reflective tasks require a full and detailed understanding of a text whose content or form is unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.5.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 5\",\"Percentage of 15-year-old female students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Tasks at level 5 involve retrieving information require the reader to locate and organize several pieces of deeply embedded information, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialized knowledge. Both interpretative and reflective tasks require a full and detailed understanding of a text whose content or form is unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current PISA Proficiency Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.5.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 5\",\"Percentage of 15-year-old male students scoring higher than 626 but lower than or equal to 698 on the PISA reading scale. Tasks at level 5 involve retrieving information require the reader to locate and organize several pieces of deeply embedded information, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialized knowledge. Both interpretative and reflective tasks require a full and detailed understanding of a text whose content or form is unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. In this database, 2000/2003/2006 Level 5 data are calculated figures based on the current PISA Proficiency Level 5 (626 to 698) rather than the figures presented for Level 5 (626+) in PISA Reports. Use caution in comparing results across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.6\",\"PISA: 15-year-olds by reading proficiency level (%). Level 6\",\"Percentage of 15-year-old students scoring higher than 698 on the PISA reading scale. Tasks at Level 6 level typically require the reader to make multiple inferences, comparisons and contrasts that are both detailed and precise. They require demonstration of a full and detailed understanding of one or more texts and may involve integrating information from more than one text. Tasks may require the reader to deal with unfamiliar ideas, in the presence of prominent competing information, and to generate abstract categories for interpretations. Reflect and evaluate tasks may require the reader to hypothesize about or critically evaluate a complex text on an unfamiliar topic, taking into account multiple criteria or perspectives, and applying sophisticated understandings from beyond the text. A salient condition for access and retrieve tasks at this level is precision of analysis and fine attention to detail that is inconspicuous in the texts. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.6.FE\",\"PISA: Female 15-year-olds by reading proficiency level (%). Level 6\",\"Percentage of 15-year-old female students scoring higher than 698 on the PISA reading scale. Tasks at Level 6 level typically require the reader to make multiple inferences, comparisons and contrasts that are both detailed and precise. They require demonstration of a full and detailed understanding of one or more texts and may involve integrating information from more than one text. Tasks may require the reader to deal with unfamiliar ideas, in the presence of prominent competing information, and to generate abstract categories for interpretations. Reflect and evaluate tasks may require the reader to hypothesize about or critically evaluate a complex text on an unfamiliar topic, taking into account multiple criteria or perspectives, and applying sophisticated understandings from beyond the text. A salient condition for access and retrieve tasks at this level is precision of analysis and fine attention to detail that is inconspicuous in the texts. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.6.MA\",\"PISA: Male 15-year-olds by reading proficiency level (%). Level 6\",\"Percentage of 15-year-old male students scoring higher than 698 on the PISA reading scale. Tasks at Level 6 level typically require the reader to make multiple inferences, comparisons and contrasts that are both detailed and precise. They require demonstration of a full and detailed understanding of one or more texts and may involve integrating information from more than one text. Tasks may require the reader to deal with unfamiliar ideas, in the presence of prominent competing information, and to generate abstract categories for interpretations. Reflect and evaluate tasks may require the reader to hypothesize about or critically evaluate a complex text on an unfamiliar topic, taking into account multiple criteria or perspectives, and applying sophisticated understandings from beyond the text. A salient condition for access and retrieve tasks at this level is precision of analysis and fine attention to detail that is inconspicuous in the texts. 2000, 2003, and 2006 PISA assessments used a different reading proficiency scale (Levels 1 to 5) than later assessments, which use a scale from Level 1B to Level 6. Level 6 data were not available in the 2000/2003/2006 PISA Reports, so these figures were calculated based on the current PISA Reading Proficiency Level 6 (698+). Use caution in comparing proficiency scores across years. For more information on comparability of results, consult the PISA website: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.FE\",\"PISA: Mean performance on the reading scale. Female\",\"Average score of 15-year-old female students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.MA\",\"PISA: Mean performance on the reading scale. Male\",\"Average score of 15-year-old male students on the PISA reading scale. The metric for the overall reading scale is based on a mean for participating OECD countries set at 500, with a standard deviation of 100. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P05\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P10\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P25\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P50\",\"PISA: Distribution of Reading Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P75\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P90\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.REA.P95\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI\",\"PISA: Mean performance on the science scale\",\"Average score of 15-year-old students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.0\",\"PISA: 15-year-olds by science proficiency level (%). Below Level 1\",\"Percentage of 15-year-old students scoring below the lowest proficiency level (less than or equal to 335) on the PISA science scale. Students who score below Level 1 usually do not succeed at the most basic levels of science that PISA measures. Such students are more likely to have serious difficulties in using science to benefit from further education and learning opportunities and in participating in life situations related to science and technology. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.0.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Below Level 1\",\"Percentage of 15-year-old female students scoring below the lowest proficiency level (less than or equal to 335) on the PISA science scale. Students who score below Level 1 usually do not succeed at the most basic levels of science that PISA measures. Such students are more likely to have serious difficulties in using science to benefit from further education and learning opportunities and in participating in life situations related to science and technology. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.0.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Below Level 1\",\"Percentage of 15-year-old male students scoring below the lowest proficiency level (less than or equal to 335) on the PISA science scale. Students who score below Level 1 usually do not succeed at the most basic levels of science that PISA measures. Such students are more likely to have serious difficulties in using science to benefit from further education and learning opportunities and in participating in life situations related to science and technology. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.1\",\"PISA: 15-year-olds by science proficiency level (%). Level 1\",\"Percentage of 15-year-old students scoring higher than 335 but less than or equal to 409 on the PISA science scale. At Level 1, students have such limited scientific knowledge that it can only be applied to a few, familiar situations. They can present scientific explanations that are obvious and follow explicitly from given evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.1.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 1\",\"Percentage of 15-year-old female students scoring higher than 335 but less than or equal to 409 on the PISA science scale. At Level 1, students have such limited scientific knowledge that it can only be applied to a few, familiar situations. They can present scientific explanations that are obvious and follow explicitly from given evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.1.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 1\",\"Percentage of 15-year-old male students scoring higher than 335 but less than or equal to 409 on the PISA science scale. At Level 1, students have such limited scientific knowledge that it can only be applied to a few, familiar situations. They can present scientific explanations that are obvious and follow explicitly from given evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.2\",\"PISA: 15-year-olds by science proficiency level (%). Level 2\",\"Percentage of 15-year-old students scoring higher than 409 but less than or equal to 484 on the PISA science scale. At Level 2, students have adequate scientific knowledge to provide possible explanations in familiar contexts or draw conclusions based on simple investigations. They are capable of direct reasoning and making literal interpretations of the results of scientific inquiry or technological problem solving. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.2.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 2\",\"Percentage of 15-year-old female students scoring higher than 409 but less than or equal to 484 on the PISA science scale. At Level 2, students have adequate scientific knowledge to provide possible explanations in familiar contexts or draw conclusions based on simple investigations. They are capable of direct reasoning and making literal interpretations of the results of scientific inquiry or technological problem solving. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.2.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 2\",\"Percentage of 15-year-old male students scoring higher than 409 but less than or equal to 484 on the PISA science scale. At Level 2, students have adequate scientific knowledge to provide possible explanations in familiar contexts or draw conclusions based on simple investigations. They are capable of direct reasoning and making literal interpretations of the results of scientific inquiry or technological problem solving. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.3\",\"PISA: 15-year-olds by science proficiency level (%). Level 3\",\"Percentage of 15-year-old students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can identify clearly described scientific issues in a range of contexts. They can select facts and knowledge to explain phenomena and apply simple models or inquiry strategies. Students at this level can interpret and use scientific concepts from different disciplines and can apply them directly. They can develop short statements using facts and make decisions based on scientific knowledge. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.3.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 3\",\"Percentage of 15-year-old female students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can identify clearly described scientific issues in a range of contexts. They can select facts and knowledge to explain phenomena and apply simple models or inquiry strategies. Students at this level can interpret and use scientific concepts from different disciplines and can apply them directly. They can develop short statements using facts and make decisions based on scientific knowledge. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.3.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 3\",\"Percentage of 15-year-old male students scoring higher than 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can identify clearly described scientific issues in a range of contexts. They can select facts and knowledge to explain phenomena and apply simple models or inquiry strategies. Students at this level can interpret and use scientific concepts from different disciplines and can apply them directly. They can develop short statements using facts and make decisions based on scientific knowledge. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.4\",\"PISA: 15-year-olds by science proficiency level (%). Level 4\",\"Percentage of 15-year-old students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can work effectively with situations and issues that may involve explicit phenomena requiring them to make inferences about the role of science or technology. They can select and integrate explanations from different disciplines of science or technology and link those explanations directly to aspects of life situations. Students at this level can reflect on their actions and they can communicate decisions using scientific knowledge and evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.4.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 4\",\"Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can work effectively with situations and issues that may involve explicit phenomena requiring them to make inferences about the role of science or technology. They can select and integrate explanations from different disciplines of science or technology and link those explanations directly to aspects of life situations. Students at this level can reflect on their actions and they can communicate decisions using scientific knowledge and evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.4.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 4\",\"Percentage of 15-year-old male students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can work effectively with situations and issues that may involve explicit phenomena requiring them to make inferences about the role of science or technology. They can select and integrate explanations from different disciplines of science or technology and link those explanations directly to aspects of life situations. Students at this level can reflect on their actions and they can communicate decisions using scientific knowledge and evidence. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.5\",\"PISA: 15-year-olds by science proficiency level (%). Level 5\",\"Percentage of 15-year-old students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can identify the scientific components of many complex life situations, apply both scientific concepts and knowledge about science to these situations, and can compare, select and evaluate appropriate scientific evidence for responding to life situations. Students at this level can use well-developed inquiry abilities, link knowledge appropriately, and bring critical insights to situations. They can construct explanations based on evidence and arguments based on their critical analysis. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.5.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 5\",\"Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can identify the scientific components of many complex life situations, apply both scientific concepts and knowledge about science to these situations, and can compare, select and evaluate appropriate scientific evidence for responding to life situations. Students at this level can use well-developed inquiry abilities, link knowledge appropriately, and bring critical insights to situations. They can construct explanations based on evidence and arguments based on their critical analysis. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.5.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 5\",\"Percentage of 15-year-old male students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can identify the scientific components of many complex life situations, apply both scientific concepts and knowledge about science to these situations, and can compare, select and evaluate appropriate scientific evidence for responding to life situations. Students at this level can use well-developed inquiry abilities, link knowledge appropriately, and bring critical insights to situations. They can construct explanations based on evidence and arguments based on their critical analysis. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.6\",\"PISA: 15-year-olds by science proficiency level (%). Level 6\",\"Percentage of 15-year-old students scoring higher than 708 on the PISA science scale. At Level 6, students can consistently identify, explain and apply scientific knowledge and knowledge about science in a variety of complex life situations. They can link different information sources and explanations and use evidence from those sources to justify decisions. They clearly and consistently demonstrate advanced scientific thinking and reasoning, and they use their scientific understanding in support of solutions to unfamiliar scientific and technological situations. Students at this level can use scientific knowledge and develop arguments in support of recommendations and decisions that center on personal, social or global situations. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.6.FE\",\"PISA: Female 15-year-olds by science proficiency level (%). Level 6\",\"Percentage of 15-year-old female students scoring higher than 708 on the PISA science scale. At Level 6, students can consistently identify, explain and apply scientific knowledge and knowledge about science in a variety of complex life situations. They can link different information sources and explanations and use evidence from those sources to justify decisions. They clearly and consistently demonstrate advanced scientific thinking and reasoning, and they use their scientific understanding in support of solutions to unfamiliar scientific and technological situations. Students at this level can use scientific knowledge and develop arguments in support of recommendations and decisions that center on personal, social or global situations. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.6.MA\",\"PISA: Male 15-year-olds by science proficiency level (%). Level 6\",\"Percentage of 15-year-old male students scoring higher than 708 on the PISA science scale. At Level 6, students can consistently identify, explain and apply scientific knowledge and knowledge about science in a variety of complex life situations. They can link different information sources and explanations and use evidence from those sources to justify decisions. They clearly and consistently demonstrate advanced scientific thinking and reasoning, and they use their scientific understanding in support of solutions to unfamiliar scientific and technological situations. Students at this level can use scientific knowledge and develop arguments in support of recommendations and decisions that center on personal, social or global situations. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.FE\",\"PISA: Mean performance on the science scale. Female\",\"Average score of 15-year-old female students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.MA\",\"PISA: Mean performance on the science scale. Male\",\"Average score of 15-year-old male students on the PISA science scale. In PISA 2006 the mean science score for OECD countries was initially set at 500 points (for 30 OECD countries), then was re-set at 498 points after taking into account new OECD countries. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P05\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P10\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P25\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P50\",\"PISA: Distribution of Science Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P75\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P90\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.PISA.SCI.P95\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detail\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/\",\"Education Statistics\",\"OECD Programme for International Student Assessment (PISA)\"\n\"LO.SACMEQ.MAT\",\"SACMEQ: Mean performance on the mathematics scale\",\"Mean performance on the mathematics scale is the mean mathematics score for 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.FE\",\"SACMEQ: Mean performance on the mathematics scale, female\",\"Mean performance on the mathematics scale, female is the mean mathematics score for female 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L1\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy\",\"Percentage of 6th grade students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L1.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy\",\"Percentage of 6th grade female students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L1.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 1 - Pre-Numeracy\",\"Percentage of 6th grade male students scoring at the Pre-Numeracy level (Level 1 of 8) on the mathematics assessment. At this level, students can apply single step addition or subtraction operations, recognize simple shapes, match numbers and pictures, and count in whole numbers. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L2\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy\",\"Percentage of 6th grade students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L2.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy\",\"Percentage of 6th grade female students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L2.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 2 - Emergent Numeracy\",\"Percentage of 6th grade male students scoring at the Emergent Numeracy level (Level 2 of 8) on the mathematics assessment. At this level, students can apply a two-step addition or subtraction operation involving carrying, checking (through very basic estimation), or conversion of pictures to numbers. They can estimate the length of familiar objects and recognize common two-dimensional shapes. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L3\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy\",\"Percentage of 6th grade students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L3.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy\",\"Percentage of 6th grade female students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L3.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 3 - Basic Numeracy\",\"Percentage of 6th grade male students scoring at the Basic Numeracy level (Level 3 of 8) on the mathematics assessment. At this level, students can translate verbal information presented in a sentence, simple graph or table, using one arithmetic operation in several repeated steps. They can translate graphical information into fractions, interpret place value of whole numbers up to thousands, and interpret simple common everyday units of measurement. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L4\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy\",\"Percentage of 6th grade students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L4.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy\",\"Percentage of 6th grade female students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L4.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 4 - Beginning Numeracy\",\"Percentage of 6th grade male students scoring at the Beginning Numeracy level (Level 4 of 8) on the mathematics assessment. At this level, students can translate verbal or graphic information into simple arithmetic problems, and use multiple different arithmetic operations (in the correct order) on whole numbers, fractions, and/or decimals. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L5\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy\",\"Percentage of 6th grade students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L5.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy\",\"Percentage of 6th grade female students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L5.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 5 - Competent Numeracy\",\"Percentage of 6th grade male students scoring at the Competent Numeracy level (Level 5 of 8) on the mathematics assessment. At this level, students can translate verbal, graphic, or tabular information into an arithmetic form in order to solve a given problem. They can solve multiple-operation problems (using the correct order of arithmetic operations) involving everyday units of measurement and/or whole and mixed numbers, and convert basic measurement units from one level of measurement to another (for example, meters to centimeters). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L6\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled\",\"Percentage of 6th grade students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L6.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled\",\"Percentage of 6th grade female students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L6.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 6 - Mathematically Skilled\",\"Percentage of 6th grade male students scoring at the Mathematically Skilled numeracy level (Level 6 of 8) on the mathematics assessment. At this level, students can solve multiple-operation problems (using the correct order of arithmetic operations) involving fractions, ratios, and decimals. They can translate verbal and graphic representation information into symbolic, algebraic, and equation form in order to solve a given mathematical problem. They can check and estimate answers using external knowledge (not provided within the problem). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L7\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving\",\"Percentage of 6th grade students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L7.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving\",\"Percentage of 6th grade female students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L7.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 7 - Concrete Problem Solving\",\"Percentage of 6th grade male students scoring at the Concrete Problem Solving numeracy level (Level 7 of 8) on the mathematics assessment. At this level, students can extract and convert (for example, with respect to measurement units) information from tables, charts, visual and symbolic presentations in order to identify, and then solve multi-step problems. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L8\",\"SACMEQ: 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving\",\"Percentage of 6th grade students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L8.FE\",\"SACMEQ: Female 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving\",\"Percentage of 6th grade female students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.L8.MA\",\"SACMEQ: Male 6th grade students by mathematics proficiency level (%). Level 8 - Abstract Problem Solving\",\"Percentage of 6th grade male students scoring at the Abstract Problem Solving numeracy level (Level 8 of 8) on the mathematics assessment. At this level, students can identify the nature of an unstated mathematical problem embedded within verbal or graphic information, and then translate this into symbolic, algebraic, or equation form in order to solve the problem. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.MAT.MA\",\"SACMEQ: Mean performance on the mathematics scale, male\",\"Mean performance on the mathematics scale, male is the mean mathematics score for male 6th grade students. Mean scores are on SACMEQ scales for mathematics, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA\",\"SACMEQ: Mean performance on the reading scale, total\",\"Mean performance on the reading scale, total is the mean reading score for all 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.FE\",\"SACMEQ: Mean performance on the reading scale, female\",\"Mean performance on the reading scale, female is the mean reading score for female 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L1\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading\",\"Percentage of 6th grade students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L1.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading\",\"Percentage of 6th grade female students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L1.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 1 - Pre-Reading\",\"Percentage of 6th grade male students scoring at the Pre-Reading level (Level 1 of 8) on the reading assessment. At this level, the student can match words and pictures involving concrete concepts and everyday objects, and follow short simple written instructions. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L2\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading\",\"Percentage of 6th grade students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L2.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading\",\"Percentage of 6th grade female students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L2.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 2 - Emergent Reading\",\"Percentage of 6th grade male students scoring at the Emergent Reading level (Level 2 of 8) on the reading assessment. Students at this level can match words and pictures involving prepositions and abstract concepts, and use cuing systems (by sounding out, using simple sentence structure, and familiar words) to interpret phrases by reading on. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L3\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 3 - Basic Reading\",\"Percentage of 6th grade students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L3.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 3 - Basic Reading\",\"Percentage of 6th grade female students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L3.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 3 - Basic Reading\",\"Percentage of 6th grade male students scoring at the Basic Reading level (Level 3 of 8) on the reading assessment. Students at this level can interpret meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L4\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning\",\"Percentage of 6th grade students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L4.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning\",\"Percentage of 6th grade female students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L4.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 4 - Reading for Meaning\",\"Percentage of 6th grade male students scoring at the Reading for Meaning level (Level 4 of 8) on the reading assessment. At this level, students can read on or read back in order to link and interpret information located in various parts of the text. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L5\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading\",\"Percentage of 6th grade students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L5.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading\",\"Percentage of 6th grade female students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L5.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 5 - Interpretive Reading\",\"Percentage of 6th grade male students scoring at the Interpretive Reading level (Level 5 of 8) on the reading assessment. At this level, students can read on and reads back in order to combine and interpret information from various parts of the text in association with external information (based on recalled factual knowledge) that ‘completes’ and contextualizes meaning. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L6\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading\",\"Percentage of 6th grade students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L6.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading\",\"Percentage of 6th grade female students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L6.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 6 - Inferential Reading\",\"Percentage of 6th grade male students scoring at the Inferential Reading level (Level 6 of 8) on the reading assessment. At this level, students can read on and read back through longer texts (narrative, document, or expository) in order to combine information from various parts of the texts so as to infer the writer’s purpose. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L7\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading\",\"Percentage of 6th grade students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L7.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading\",\"Percentage of 6th grade female students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L7.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 7 - Analytical Reading\",\"Percentage of 6th grade male students scoring at the Analytical Reading level (Level 7 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, or expository) by reading on and reading backing order to combine information from various parts of the text so as to infer the writer’s personal beliefs (value systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L8\",\"SACMEQ: 6th grade students by reading proficiency level (%). Level 8 - Critical Reading\",\"Percentage of 6th grade students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L8.FE\",\"SACMEQ: Female 6th grade students by reading proficiency level (%). Level 8 - Critical Reading\",\"Percentage of 6th grade female students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.L8.MA\",\"SACMEQ: Male 6th grade students by reading proficiency level (%). Level 8 - Critical Reading\",\"Percentage of 6th grade male students scoring at the Critical Reading level (Level 8 of 8) on the reading assessment. At this level, students can locate information in longer texts (narrative, document, and expository) by reading on and reading back in order to combine information from various parts of the text so as to infer and evaluate what the writer has assumed about the topic and the characteristics of the reader – such as age, knowledge, and personal beliefs (values systems, prejudices, and/or biases). Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.SACMEQ.REA.MA\",\"SACMEQ: Mean performance on the reading scale, male\",\"Mean performance on the reading scale, male is the mean reading score for male 6th grade students. Mean scores are on SACMEQ scales for reading, which have averages of 500 and standard deviations of 100. Data reflects country performance in the stated year according to SACMEQ, but may not be comparable across years or countries. Consult the SACMEQ website for more detailed information: http://www.sacmeq.org/\",\"Education Statistics\",\"Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Data Archive, www.sacmeq.org\"\n\"LO.TIMSS.MAT4\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, total\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, total is the average scale score for 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.ADV\",\"TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Fourth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.ADV.FE\",\"TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Female 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.ADV.MA\",\"TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Male 4th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations and explain their reasoning. They can solve a variety of multi-step word problems involving whole numbers including proportions. Students at this level show an increasing understanding of fractions and decimals. Students can apply geometric knowledge of a range of two- and three-dimensional shapes in a variety of situations. They can draw a conclusion from data in a table and justify their conclusion. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.BL\",\"TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Fourth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.BL.FE\",\"TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Female 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.BL.MA\",\"TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Male 4th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.FE\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, female\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, female is the average scale score for female 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.HI\",\"TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Fourth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their knowledge and understanding to solve problems. Students can solve word problems involving operations with whole numbers. They can use division in a variety of problem situations. They can use their understanding of place value to solve problems. Students can extend patterns to find a later specified term. Students demonstrate understanding of line symmetry and geometric properties. Students can interpret and use data in tables and graphs to solve problems. They can use information in pictographs and tally charts to complete bar graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.HI.FE\",\"TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Female 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their knowledge and understanding to solve problems. Students can solve word problems involving operations with whole numbers. They can use division in a variety of problem situations. They can use their understanding of place value to solve problems. Students can extend patterns to find a later specified term. Students demonstrate understanding of line symmetry and geometric properties. Students can interpret and use data in tables and graphs to solve problems. They can use information in pictographs and tally charts to complete bar graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.HI.MA\",\"TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Male 4th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their knowledge and understanding to solve problems. Students can solve word problems involving operations with whole numbers. They can use division in a variety of problem situations. They can use their understanding of place value to solve problems. Students can extend patterns to find a later specified term. Students demonstrate understanding of line symmetry and geometric properties. Students can interpret and use data in tables and graphs to solve problems. They can use information in pictographs and tally charts to complete bar graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.INT\",\"TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Fourth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in straightforward situations. Students at this level demonstrate an understanding of whole numbers and some understanding of fractions. Students can visualize three-dimensional shapes from two-dimensional representations. They can interpret bar graphs, pictographs, and tables to solve simple problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.INT.FE\",\"TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Female 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in straightforward situations. Students at this level demonstrate an understanding of whole numbers and some understanding of fractions. Students can visualize three-dimensional shapes from two-dimensional representations. They can interpret bar graphs, pictographs, and tables to solve simple problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.INT.MA\",\"TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Male 4th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in straightforward situations. Students at this level demonstrate an understanding of whole numbers and some understanding of fractions. Students can visualize three-dimensional shapes from two-dimensional representations. They can interpret bar graphs, pictographs, and tables to solve simple problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.LOW\",\"TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Fourth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. Students can add and subtract whole numbers. They have some recognition of parallel and perpendicular lines, familiar geometric shapes, and coordinate maps. They can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.LOW.FE\",\"TIMSS: Female 4th grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Female 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. Students can add and subtract whole numbers. They have some recognition of parallel and perpendicular lines, familiar geometric shapes, and coordinate maps. They can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.LOW.MA\",\"TIMSS: Male 4th grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Male 4th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 4th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some basic mathematical knowledge. Students can add and subtract whole numbers. They have some recognition of parallel and perpendicular lines, familiar geometric shapes, and coordinate maps. They can read and complete simple bar graphs and tables. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.MA\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, male\",\"TIMSS: Mean performance on the mathematics scale for fourth grade students, male is the average scale score for male 4th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P05\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P10\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P25\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P50\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P75\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P90\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT4.P95\",\"TIMSS: Distribution of 4th Grade Mathematics Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, total\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, total is the average scale score for 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.ADV\",\"TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Eighth grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can reason with information, draw conclusions, make generalizations, and solve linear equations. Students can solve a variety of fraction, proportion, and percent problems and justify their conclusions. Students can express generalizations algebraically and model situations. They can solve a variety of problems involving equations, formulas, and functions. Students can reason with geometric figures to solve problems. Students can reason with data from several sources or unfamiliar representations to solve multi-step problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.ADV.FE\",\"TIMSS: Female 8th grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Female 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can reason with information, draw conclusions, make generalizations, and solve linear equations. Students can solve a variety of fraction, proportion, and percent problems and justify their conclusions. Students can express generalizations algebraically and model situations. They can solve a variety of problems involving equations, formulas, and functions. Students can reason with geometric figures to solve problems. Students can reason with data from several sources or unfamiliar representations to solve multi-step problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.ADV.MA\",\"TIMSS: Male 8th grade students reaching the advanced international benchmark of mathematics achievement (%)\",\"TIMSS: Male 8th grade students reaching the advanced international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 625 on the mathematics assessment. Students at this benchmark can reason with information, draw conclusions, make generalizations, and solve linear equations. Students can solve a variety of fraction, proportion, and percent problems and justify their conclusions. Students can express generalizations algebraically and model situations. They can solve a variety of problems involving equations, formulas, and functions. Students can reason with geometric figures to solve problems. Students can reason with data from several sources or unfamiliar representations to solve multi-step problems. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.BL\",\"TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Eighth grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.BL.FE\",\"TIMSS: Female 8th grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Female 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.BL.MA\",\"TIMSS: Male 8th grade students who did not reach the low international benchmark of mathematics achievement (%)\",\"TIMSS: Male 8th grade students who did not reach the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring below 400 on the mathematics assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.FE\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, female\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, female is the average scale score for female 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.HI\",\"TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Eighth grade students reaching the high international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. Students can use information from several sources to solve problems involving different types of numbers and operations. Students can relate fractions, decimals, and percents to each other. Students at this level show basic procedural knowledge related to algebraic expressions. They can use properties of lines, angles, triangles, rectangles, and rectangular prisms to solve problems. They can analyze data in a variety of graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.HI.FE\",\"TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Female 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. Students can use information from several sources to solve problems involving different types of numbers and operations. Students can relate fractions, decimals, and percents to each other. Students at this level show basic procedural knowledge related to algebraic expressions. They can use properties of lines, angles, triangles, rectangles, and rectangular prisms to solve problems. They can analyze data in a variety of graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.HI.MA\",\"TIMSS: Male 8th grade students reaching the high international benchmark of mathematics achievement (%)\",\"TIMSS: Male 8th grade students reaching the high international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 550 on the mathematics assessment. Students at this benchmark can apply their understanding and knowledge in a variety of relatively complex situations. Students can use information from several sources to solve problems involving different types of numbers and operations. Students can relate fractions, decimals, and percents to each other. Students at this level show basic procedural knowledge related to algebraic expressions. They can use properties of lines, angles, triangles, rectangles, and rectangular prisms to solve problems. They can analyze data in a variety of graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.INT\",\"TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Eighth grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in a variety of situations. Students can solve problems involving decimals, fractions, proportions, and percentages. They understand simple algebraic relationships. Students can relate a two-dimensional drawing to a three-dimensional object. They can read, interpret, and construct graphs and tables. They recognize basic notions of likelihood. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.INT.FE\",\"TIMSS: Female 8th grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Female 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in a variety of situations. Students can solve problems involving decimals, fractions, proportions, and percentages. They understand simple algebraic relationships. Students can relate a two-dimensional drawing to a three-dimensional object. They can read, interpret, and construct graphs and tables. They recognize basic notions of likelihood. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.INT.MA\",\"TIMSS: Male 8th grade students reaching the intermediate international benchmark of mathematics achievement (%)\",\"TIMSS: Male 8th grade students reaching the intermediate international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 475 on the mathematics assessment. Students at this benchmark can apply basic mathematical knowledge in a variety of situations. Students can solve problems involving decimals, fractions, proportions, and percentages. They understand simple algebraic relationships. Students can relate a two-dimensional drawing to a three-dimensional object. They can read, interpret, and construct graphs and tables. They recognize basic notions of likelihood. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.LOW\",\"TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Eighth grade students reaching the low international benchmark of mathematics achievement (%) is the share of 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and decimals, operations, and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.LOW.FE\",\"TIMSS: Female 8th grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Female 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of female 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and decimals, operations, and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.LOW.MA\",\"TIMSS: Male 8th grade students reaching the low international benchmark of mathematics achievement (%)\",\"TIMSS: Male 8th grade students reaching the low international benchmark of mathematics achievement (%) is the share of male 8th grade students scoring at least 400 on the mathematics assessment. Students at this benchmark have some knowledge of whole numbers and decimals, operations, and basic graphs. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.MA\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, male\",\"TIMSS: Mean performance on the mathematics scale for eighth grade students, male is the average scale score for male 8th graders on the mathematics assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P05\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P10\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P25\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P50\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P75\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P90\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.MAT8.P95\",\"TIMSS: Distribution of 8th Grade Mathematics Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4\",\"TIMSS: Mean performance on the science scale for fourth grade students, total\",\"TIMSS: Mean performance on the science scale for fourth grade students, total is the average scale score for 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.ADV\",\"TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%) is the share of 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can apply knowledge and understanding of scientific processes and relationships and show some knowledge of the process of scientific inquiry. Students communicate their understanding of characteristics and life processes of organisms, reproduction and development, ecosystems and organisms' interactions with the environment, and factors relating to human health. They demonstrate understanding of properties of light and relationships among physical properties of materials, apply and communicate their understanding of electricity and energy in practical contexts, and demonstrate an understanding of magnetic and gravitational forces and motion. Students communicate their understanding of the solar system and of Earth’s structure, physical characteristics, resources, processes, cycles, and history. They have a beginning ability to interpret results in the context of a simple experiment, reason and draw conclusions from descriptions and diagrams, and evaluate and support an argument. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.ADV.FE\",\"TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can apply knowledge and understanding of scientific processes and relationships and show some knowledge of the process of scientific inquiry. Students communicate their understanding of characteristics and life processes of organisms, reproduction and development, ecosystems and organisms' interactions with the environment, and factors relating to human health. They demonstrate understanding of properties of light and relationships among physical properties of materials, apply and communicate their understanding of electricity and energy in practical contexts, and demonstrate an understanding of magnetic and gravitational forces and motion. Students communicate their understanding of the solar system and of Earth’s structure, physical characteristics, resources, processes, cycles, and history. They have a beginning ability to interpret results in the context of a simple experiment, reason and draw conclusions from descriptions and diagrams, and evaluate and support an argument. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.ADV.MA\",\"TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can apply knowledge and understanding of scientific processes and relationships and show some knowledge of the process of scientific inquiry. Students communicate their understanding of characteristics and life processes of organisms, reproduction and development, ecosystems and organisms' interactions with the environment, and factors relating to human health. They demonstrate understanding of properties of light and relationships among physical properties of materials, apply and communicate their understanding of electricity and energy in practical contexts, and demonstrate an understanding of magnetic and gravitational forces and motion. Students communicate their understanding of the solar system and of Earth’s structure, physical characteristics, resources, processes, cycles, and history. They have a beginning ability to interpret results in the context of a simple experiment, reason and draw conclusions from descriptions and diagrams, and evaluate and support an argument. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.BL\",\"TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%) is the share of 4th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.BL.FE\",\"TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 4th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.BL.MA\",\"TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 4th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.FE\",\"TIMSS: Mean performance on the science scale for fourth grade students, female\",\"TIMSS: Mean performance on the science scale for fourth grade students, female is the average scale score for female 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.HI\",\"TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Fourth grade students reaching the high international benchmark of science achievement (%) is the share of 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can apply their knowledge and understanding of the sciences to explain phenomena in everyday and abstract contexts. Students demonstrate some understanding of plant and animal structure, life processes, life cycles, and reproduction. They also demonstrate some understanding of ecosystems and organisms' interactions with their environment, including understanding of human responses to outside conditions and activities. Students demonstrate understanding of some properties of matter, electricity and energy, and magnetic and gravitational forces and motion. They show some knowledge of the solar system, and of Earth’s physical characteristics, processes, and resources. Students demonstrate elementary knowledge and skills related to scientific inquiry. They compare, contrast, and make simple inferences, and provide brief descriptive responses combining knowledge of science concepts with information from both everyday and abstract contexts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.HI.FE\",\"TIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can apply their knowledge and understanding of the sciences to explain phenomena in everyday and abstract contexts. Students demonstrate some understanding of plant and animal structure, life processes, life cycles, and reproduction. They also demonstrate some understanding of ecosystems and organisms' interactions with their environment, including understanding of human responses to outside conditions and activities. Students demonstrate understanding of some properties of matter, electricity and energy, and magnetic and gravitational forces and motion. They show some knowledge of the solar system, and of Earth’s physical characteristics, processes, and resources. Students demonstrate elementary knowledge and skills related to scientific inquiry. They compare, contrast, and make simple inferences, and provide brief descriptive responses combining knowledge of science concepts with information from both everyday and abstract contexts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.HI.MA\",\"TIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can apply their knowledge and understanding of the sciences to explain phenomena in everyday and abstract contexts. Students demonstrate some understanding of plant and animal structure, life processes, life cycles, and reproduction. They also demonstrate some understanding of ecosystems and organisms' interactions with their environment, including understanding of human responses to outside conditions and activities. Students demonstrate understanding of some properties of matter, electricity and energy, and magnetic and gravitational forces and motion. They show some knowledge of the solar system, and of Earth’s physical characteristics, processes, and resources. Students demonstrate elementary knowledge and skills related to scientific inquiry. They compare, contrast, and make simple inferences, and provide brief descriptive responses combining knowledge of science concepts with information from both everyday and abstract contexts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.INT\",\"TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark have basic knowledge and understanding of practical situations in the sciences. Students recognize some basic information related to characteristics of living things, their reproduction and life cycles, and their interactions with the environment, and show some understanding of human biology and health. They also show some knowledge of properties of matter and light, electricity and energy, and forces and motion. Students know some basic facts about the solar system and show an initial understanding of Earth’s physical characteristics and resources. They demonstrate ability to interpret information in pictorial diagrams and apply factual knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.INT.FE\",\"TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark have basic knowledge and understanding of practical situations in the sciences. Students recognize some basic information related to characteristics of living things, their reproduction and life cycles, and their interactions with the environment, and show some understanding of human biology and health. They also show some knowledge of properties of matter and light, electricity and energy, and forces and motion. Students know some basic facts about the solar system and show an initial understanding of Earth’s physical characteristics and resources. They demonstrate ability to interpret information in pictorial diagrams and apply factual knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.INT.MA\",\"TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark have basic knowledge and understanding of practical situations in the sciences. Students recognize some basic information related to characteristics of living things, their reproduction and life cycles, and their interactions with the environment, and show some understanding of human biology and health. They also show some knowledge of properties of matter and light, electricity and energy, and forces and motion. Students know some basic facts about the solar system and show an initial understanding of Earth’s physical characteristics and resources. They demonstrate ability to interpret information in pictorial diagrams and apply factual knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.LOW\",\"TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Fourth grade students reaching the low international benchmark of science achievement (%) is the share of 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show some elementary knowledge of life, physical, and earth sciences. Students demonstrate knowledge of some simple facts related to human health, ecosystems, and the behavioral and physical characteristics of animals. They also demonstrate some basic knowledge of energy and the physical properties of matter. Students interpret simple diagrams, complete simple tables, and provide short written responses to questions requiring factual information. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.LOW.FE\",\"TIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show some elementary knowledge of life, physical, and earth sciences. Students demonstrate knowledge of some simple facts related to human health, ecosystems, and the behavioral and physical characteristics of animals. They also demonstrate some basic knowledge of energy and the physical properties of matter. Students interpret simple diagrams, complete simple tables, and provide short written responses to questions requiring factual information. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.LOW.MA\",\"TIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show some elementary knowledge of life, physical, and earth sciences. Students demonstrate knowledge of some simple facts related to human health, ecosystems, and the behavioral and physical characteristics of animals. They also demonstrate some basic knowledge of energy and the physical properties of matter. Students interpret simple diagrams, complete simple tables, and provide short written responses to questions requiring factual information. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.MA\",\"TIMSS: Mean performance on the science scale for fourth grade students, male\",\"TIMSS: Mean performance on the science scale for fourth grade students, male is the average scale score for male 4th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P05\",\"TIMSS: Distribution of 4th Grade Science Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P10\",\"TIMSS: Distribution of 4th Grade Science Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P25\",\"TIMSS: Distribution of 4th Grade Science Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P50\",\"TIMSS: Distribution of 4th Grade Science Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P75\",\"TIMSS: Distribution of 4th Grade Science Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P90\",\"TIMSS: Distribution of 4th Grade Science Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI4.P95\",\"TIMSS: Distribution of 4th Grade Science Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8\",\"TIMSS: Mean performance on the science scale for eighth grade students, total\",\"TIMSS: Mean performance on the science scale for eighth grade students, total is the average scale score for 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.ADV\",\"TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%) is the share of 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate an understanding of complex and abstract concepts in biology, chemistry, physics, and earth science. Students demonstrate some conceptual knowledge about cells and the characteristics, classification, and life processes of organisms. They communicate an understanding of the complexity of ecosystems and adaptations of organisms, and apply an understanding of life cycles and heredity. Students also communicate an understanding of the structure of matter and physical and chemical properties and changes and apply knowledge of forces, pressure, motion, sound, and light. They reason about electrical circuits and properties of magnets. Students apply knowledge and communicate understanding of the solar system and Earth’s processes, structures, and physical features. They understand basic features of scientific investigation. They also combine information from several sources to solve problems and draw conclusions, and they provide written explanations to communicate scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.ADV.FE\",\"TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate an understanding of complex and abstract concepts in biology, chemistry, physics, and earth science. Students demonstrate some conceptual knowledge about cells and the characteristics, classification, and life processes of organisms. They communicate an understanding of the complexity of ecosystems and adaptations of organisms, and apply an understanding of life cycles and heredity. Students also communicate an understanding of the structure of matter and physical and chemical properties and changes and apply knowledge of forces, pressure, motion, sound, and light. They reason about electrical circuits and properties of magnets. Students apply knowledge and communicate understanding of the solar system and Earth’s processes, structures, and physical features. They understand basic features of scientific investigation. They also combine information from several sources to solve problems and draw conclusions, and they provide written explanations to communicate scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.ADV.MA\",\"TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%)\",\"TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate an understanding of complex and abstract concepts in biology, chemistry, physics, and earth science. Students demonstrate some conceptual knowledge about cells and the characteristics, classification, and life processes of organisms. They communicate an understanding of the complexity of ecosystems and adaptations of organisms, and apply an understanding of life cycles and heredity. Students also communicate an understanding of the structure of matter and physical and chemical properties and changes and apply knowledge of forces, pressure, motion, sound, and light. They reason about electrical circuits and properties of magnets. Students apply knowledge and communicate understanding of the solar system and Earth’s processes, structures, and physical features. They understand basic features of scientific investigation. They also combine information from several sources to solve problems and draw conclusions, and they provide written explanations to communicate scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.BL\",\"TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%) is the share of 8th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.BL.FE\",\"TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 8th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.BL.MA\",\"TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%)\",\"TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 8th grade students scoring below 400 on the science assessment. This indicator is calculated by subtracting the share of students reaching the low international benchmark from 100. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.FE\",\"TIMSS: Mean performance on the science scale for eighth grade students, female\",\"TIMSS: Mean performance on the science scale for eighth grade students, female is the average scale score for female 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.HI\",\"TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Eighth grade students reaching the high international benchmark of science achievement (%) is the share of 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can demonstrate understanding of concepts related to science cycles, systems, and principles. They demonstrate understanding of aspects of human biology, and of the characteristics, classification, and life processes of organisms. Students communicate understanding of processes and relationships in ecosystems. They show an understanding of the classification and compositions of matter and chemical and physical properties and changes. They apply knowledge to situations related to light and sound and demonstrate basic knowledge of heat and temperature, forces and motion, and electrical circuits and magnets. Students demonstrate an understanding of the solar system and of Earth’s processes, physical features, and resources. They demonstrate some scientific inquiry skills. They also combine and interpret information from various types of diagrams, contour maps, graphs, and tables; select relevant information, analyze, and draw conclusions; and provide short explanations conveying scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.HI.FE\",\"TIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can demonstrate understanding of concepts related to science cycles, systems, and principles. They demonstrate understanding of aspects of human biology, and of the characteristics, classification, and life processes of organisms. Students communicate understanding of processes and relationships in ecosystems. They show an understanding of the classification and compositions of matter and chemical and physical properties and changes. They apply knowledge to situations related to light and sound and demonstrate basic knowledge of heat and temperature, forces and motion, and electrical circuits and magnets. Students demonstrate an understanding of the solar system and of Earth’s processes, physical features, and resources. They demonstrate some scientific inquiry skills. They also combine and interpret information from various types of diagrams, contour maps, graphs, and tables; select relevant information, analyze, and draw conclusions; and provide short explanations conveying scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.HI.MA\",\"TIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%)\",\"TIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can demonstrate understanding of concepts related to science cycles, systems, and principles. They demonstrate understanding of aspects of human biology, and of the characteristics, classification, and life processes of organisms. Students communicate understanding of processes and relationships in ecosystems. They show an understanding of the classification and compositions of matter and chemical and physical properties and changes. They apply knowledge to situations related to light and sound and demonstrate basic knowledge of heat and temperature, forces and motion, and electrical circuits and magnets. Students demonstrate an understanding of the solar system and of Earth’s processes, physical features, and resources. They demonstrate some scientific inquiry skills. They also combine and interpret information from various types of diagrams, contour maps, graphs, and tables; select relevant information, analyze, and draw conclusions; and provide short explanations conveying scientific knowledge. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.INT\",\"TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can recognize and apply their understanding of basic scientific knowledge in various contexts. Students apply knowledge and communicate an understanding of human health, life cycles, adaptation, and heredity, and analyze information about ecosystems. They have some knowledge of chemistry in everyday life and elementary knowledge of properties of solutions and the concept of concentration. They are acquainted with some aspects of force, motion, and energy. They demonstrate an understanding of Earth’s processes and physical features, including the water cycle and atmosphere. Students interpret information from tables, graphs, and pictorial diagrams and draw conclusions. They apply knowledge to practical situations and communicate their understanding through brief descriptive responses. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.INT.FE\",\"TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can recognize and apply their understanding of basic scientific knowledge in various contexts. Students apply knowledge and communicate an understanding of human health, life cycles, adaptation, and heredity, and analyze information about ecosystems. They have some knowledge of chemistry in everyday life and elementary knowledge of properties of solutions and the concept of concentration. They are acquainted with some aspects of force, motion, and energy. They demonstrate an understanding of Earth’s processes and physical features, including the water cycle and atmosphere. Students interpret information from tables, graphs, and pictorial diagrams and draw conclusions. They apply knowledge to practical situations and communicate their understanding through brief descriptive responses. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.INT.MA\",\"TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%)\",\"TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can recognize and apply their understanding of basic scientific knowledge in various contexts. Students apply knowledge and communicate an understanding of human health, life cycles, adaptation, and heredity, and analyze information about ecosystems. They have some knowledge of chemistry in everyday life and elementary knowledge of properties of solutions and the concept of concentration. They are acquainted with some aspects of force, motion, and energy. They demonstrate an understanding of Earth’s processes and physical features, including the water cycle and atmosphere. Students interpret information from tables, graphs, and pictorial diagrams and draw conclusions. They apply knowledge to practical situations and communicate their understanding through brief descriptive responses. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.LOW\",\"TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Eighth grade students reaching the low international benchmark of science achievement (%) is the share of 8th grade students scoring at least 400 on the science assessment. Students at this benchmark can recognize some basic facts from the life and physical sciences. They have some knowledge of biology, and demonstrate some familiarity with physical phenomena. Students interpret simple pictorial diagrams, complete simple tables, and apply basic knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.LOW.FE\",\"TIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 400 on the science assessment. Students at this benchmark can recognize some basic facts from the life and physical sciences. They have some knowledge of biology, and demonstrate some familiarity with physical phenomena. Students interpret simple pictorial diagrams, complete simple tables, and apply basic knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.LOW.MA\",\"TIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%)\",\"TIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 400 on the science assessment. Students at this benchmark can recognize some basic facts from the life and physical sciences. They have some knowledge of biology, and demonstrate some familiarity with physical phenomena. Students interpret simple pictorial diagrams, complete simple tables, and apply basic knowledge to practical situations. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.MA\",\"TIMSS: Mean performance on the science scale for eighth grade students, male\",\"TIMSS: Mean performance on the science scale for eighth grade students, male is the average scale score for male 8th graders on the science assessment. The scale centerpoint is 500. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P05\",\"TIMSS: Distribution of 8th Grade Science Scores: 5th Percentile Score\",\"The 5th percentile score is the score below which 5 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P10\",\"TIMSS: Distribution of 8th Grade Science Scores: 10th Percentile Score\",\"The 10th percentile score is the score below which 10 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P25\",\"TIMSS: Distribution of 8th Grade Science Scores: 25th Percentile Score\",\"The 25th percentile score is the score below which 25 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P50\",\"TIMSS: Distribution of 8th Grade Science Scores: 50th Percentile Score\",\"The 50th percentile score is the score below which 50 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P75\",\"TIMSS: Distribution of 8th Grade Science Scores: 75th Percentile Score\",\"The 75th percentile score is the score below which 75 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P90\",\"TIMSS: Distribution of 8th Grade Science Scores: 90th Percentile Score\",\"The 90th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LO.TIMSS.SCI8.P95\",\"TIMSS: Distribution of 8th Grade Science Scores: 95th Percentile Score\",\"The 95th percentile score is the score below which 90 percent of students scored. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/\",\"Education Statistics\",\"International Association for the Evaluation of Educational Achievement (IEA)'s Trends in International Mathematics and Science Study\"\n\"LOGS_CMR\",\"Logs, Cameroon, $/cum, current$\",\"Logs (West Africa), sapele, high quality (loyal and marchand), 80 centimeter or more, f.o.b. Douala, Cameroon beginning January 1996; previously of unspecified dimension\",\"Global Economic Monitor (GEM) Commodities\",\"International Tropical Timber Organization; Marches Tropicaux et Mediterraneens; World Bank.\"\n\"LOGS_MYS\",\"Logs, Malaysia, $/cum, current$\",\"Logs (Malaysia), meranti, Sarawak, sale price charged by importers, Tokyo beginning February 1993; previously average of Sabah and Sarawak weighted by Japanese import volumes\",\"Global Economic Monitor (GEM) Commodities\",\"International Tropical Timber Organization; Mokuzai Shikyo Geppo; World Bank.\"\n\"LP.EXP.DURS.MD\",\"Lead time to export, median case (days)\",\"Lead time to export is the median time (the value for 50 percent of shipments) from shipment point to port of loading. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.IMP.DURS.MD\",\"Lead time to import, median case (days)\",\"Lead time to import is the median time (the value for 50 percent of shipments) from port of discharge to arrival at the consignee. Data are from the Logistics Performance Index survey. Respondents provided separate values for the best case (10 percent of shipments) and the median case (50 percent of shipments). The data are exponentiated averages of the logarithm of single value responses and of midpoint values of range responses for the median case.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.CUST.XQ\",\"Logistics performance index: Efficiency of customs clearance process (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents evaluated efficiency of customs clearance processes (i.e. speed, simplicity and predictability of formalities), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.INFR.XQ\",\"Logistics performance index: Quality of trade and transport-related infrastructure (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents evaluated the quality of trade and transport related infrastructure (e.g. ports, railroads, roads, information technology), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.ITRN.XQ\",\"Logistics performance index: Ease of arranging competitively priced shipments (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents assessed the ease of arranging competitively priced shipments to markets, on a rating ranging from 1 (very difficult) to 5 (very easy). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.LOGS.XQ\",\"Logistics performance index: Competence and quality of logistics services (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents evaluated the overall level of competence and quality of logistics services (e.g. transport operators, customs brokers), on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.OVRL.XQ\",\"Logistics performance index: Overall (1=low to 5=high)\",\"Logistics Performance Index overall score reflects perceptions of a country's logistics based on efficiency of customs clearance process, quality of trade- and transport-related infrastructure, ease of arranging competitively priced shipments, quality of logistics services, ability to track and trace consignments, and frequency with which shipments reach the consignee within the scheduled time. The index ranges from 1 to 5, with a higher score representing better performance. Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Scores for the six areas are averaged across all respondents and aggregated to a single score using principal components analysis. Details of the survey methodology and index construction methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010).\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.TIME.XQ\",\"Logistics performance index: Frequency with which shipments reach consignee within scheduled or expected time (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents assessed how often the shipments to assessed markets reach the consignee within the scheduled or expected delivery time, on a rating ranging from 1 (hardly ever) to 5 (nearly always). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"LP.LPI.TRAC.XQ\",\"Logistics performance index: Ability to track and trace consignments (1=low to 5=high)\",\"Data are from Logistics Performance Index surveys conducted by the World Bank in partnership with academic and international institutions and private companies and individuals engaged in international logistics. 2009 round of surveys covered more than 5,000 country assessments by nearly 1,000 international freight forwarders. Respondents evaluate eight markets on six core dimensions on a scale from 1 (worst) to 5 (best). The markets are chosen based on the most important export and import markets of the respondent's country, random selection, and, for landlocked countries, neighboring countries that connect them with international markets. Details of the survey methodology are in Arvis and others' Connecting to Compete 2010: Trade Logistics in the Global Economy (2010). Respondents evaluated the ability to track and trace consignments when shipping to the market, on a rating ranging from 1 (very low) to 5 (very high). Scores are averaged across all respondents.\",\"World Development Indicators\",\"World Bank and Turku School of Economics, Logistic Performance Index Surveys. Data are available online at : http://www.worldbank.org/lpi. Summary results are published in Arvis and others' Connecting to Compete: Trade Logistics in the Global Economy, The Logistics Performance Index and Its Indicators report.\"\n\"MAIZE\",\"Maize, $/mt, current$\",\"Maize (US), no. 2, yellow, f.o.b. US Gulf ports\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agriculture; World Bank.\"\n\"MO.INDEX.ECON.XQ\",\"Sustainable Economic Opportunity\",\"Public Management: Within this subcategory the Ibrahim Index measures: (i) Quality of Public Administration – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which the civil service is structured to effectively and ethically design policy and deliver services. (ii) Quality of Budget Management – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring the extent to which there is a comprehensive and credible budget, linked to policy priorities, with mechanisms to ensure implementation and reporting. (iii) Currency Inside Banks – total stock of currency held within banks as a proportion of the money supply in an economy (OD). (iv) Ratio of Total Revenue to Total Expenditure – total budget revenue as a proportion of total budget expenditure (OD). (v) Ratio of Budget Deficit or Surplus to GDP – budget deficit or budget surplus as a proportion of Gross Domestic Product. (vi) Management of Public Debt – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring short- and medium term sustainability of fiscal policy and its impact on growth. (vii) Inflation – annual average change in the consumer price index. (viii) Ratio of External Debt Service to Exports – total external debt service due, expressed as a proportion of exports of goods, non-factor services, income and workers’ remittances. (ix) Imports Covered by Reserves – period of time that imports could be paid for by foreign exchange reserves. (x) Statistical Capacity – national statistical systems and their adherence to international norms in the areas of: Methodology (of compiling statistics and indicators); Regularity and coverage of censuses and surveys; Regularity, timeliness and accessibility of key socioeconomic indicators.\",\"Africa Development Indicators\",\"Mo Ibrahim Foundation, electronic files and web site.\"\n\"MO.INDEX.HDEV.XQ\",\"Human Development\",\"Health and Welfare: Within this sub-category the Ibrahim Index measures: (i) Incidence of TB – incidence of new cases of Tuberculosis. (ii) Child Mortality – likelihood that a newborn baby will die before the age of five, assuming that he/she is subject to current, age-specific mortality rates. (iii) Immunisation against Measles – proportion of one year olds (children aged 12–23 months) who have received one dose of measles vaccine. (iv) Immunisation against DTP – proportion of one year olds (children aged 12–23 months) who have received three doses of DTP vaccine. (v) Welfare Regime – equality of access to social safety nets that compensate for poverty and other risks. (vi) Social Protection and Labour – clustered indicator (average) of variables from the African Development Bank and the World Bank measuring government policies and regulations to ensure a minimum level of welfare to all people. (vii) Social Exclusion – extent to which significant parts of society are isolated due to poverty and inequality. (viii) Antiretroviral Treatment Provision – people with advanced HIV infection who are receiving antiretroviral treatment (ART) according to nationally approved or international standards. (ix) Antiretroviral Treatment Provision for Pregnant Women – HIV positive pregnant women who received antiretroviral treatment (ART) to reduce the risk of mother-to-child transmission. (x) Access to Piped Water – proportion of the population with access to water piped into their dwelling or just outside it. (xi) Access to Improved Water – proportion of the population with access to a water source protected from outside contamination. (xii) Access to Improved Sanitation – proportion of the population served with a sanitation facility that hygienically separates human excreta from human contact. (xiii) Open Defecation Sanitation – proportion of the population forced to dispose of human faeces in open bodies of water or outdoor open spaces.\",\"Africa Development Indicators\",\"Mo Ibrahim Foundation, electronic files and web site.\"\n\"MO.INDEX.PHR.XQ\",\"Participation and Human Rights\",\"Participation: Within this sub-category the Ibrahim Index measures: (i) Political Participation – extent to which citizens have relevant information and the freedom to participate in the political process. (ii) Effective Power to Govern – extent to which democratically elected leaders have the effective power to govern, or the extent of veto powers and political enclaves. (iii) Free and Fair Elections – extent to which leaders are determined by free and fair elections. (iv) Electoral Self-determination – right of citizens to freely decide their political system and leadership. (v) Free and Fair Executive Elections – integrity of executive elections.\",\"Africa Development Indicators\",\"Mo Ibrahim Foundation, electronic files and web site.\"\n\"MO.INDEX.SRLW.XQ\",\"Safety and Rule of Law\",\"Personal Safety: Within this sub-category the Ibrahim Index measures: (i) Safety of the Person – level of criminality in a country. (ii) Violent Crime – prevalence of violent crime, both organised and common. (iii) Social Unrest – prevalence of violent social unrest. (iv) Human Trafficking – government efforts to combat human trafficking. (v) Domestic Political Persecution – clustered indicator (an average) of the following variables: Physical Integrity Rights Index – government respect for citizens’ rights to freedom from torture, extrajudicial killing, political imprisonment, and disappearance. Political Terror Scale – levels of state-instigated political violence and terror.\",\"Africa Development Indicators\",\"Mo Ibrahim Foundation, electronic files and web site.\"\n\"MO.INDEX.XQ\",\"Overall Mo Ibrahim index\",\"Measures overall index on (a) Safety and rule of law (b) Participation and human rights (c) Sustainable Economic opportunity and (d) Human development.\",\"Africa Development Indicators\",\"Mo Ibrahim Foundation, electronic files and web site.\"\n\"MS.MIL.MPRT.KD\",\"Arms imports (SIPRI trend indicator values)\",\"Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services.\",\"World Development Indicators\",\"Stockholm International Peace Research Institute (SIPRI), Arms Transfers Programme (http://portal.sipri.org/publications/pages/transfer/splash).\"\n\"MS.MIL.TOTL.P1\",\"Armed forces personnel, total\",\"Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces.\",\"World Development Indicators\",\"International Institute for Strategic Studies, The Military Balance.\"\n\"MS.MIL.TOTL.TF.ZS\",\"Armed forces personnel (% of total labor force)\",\"Armed forces personnel are active duty military personnel, including paramilitary forces if the training, organization, equipment, and control suggest they may be used to support or replace regular military forces. Labor force comprises all people who meet the International Labour Organization's definition of the economically active population.\",\"World Development Indicators\",\"International Institute for Strategic Studies, The Military Balance.\"\n\"MS.MIL.XPND.CN\",\"Military expenditure (current LCU)\",\"Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)\",\"World Development Indicators\",\"Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.\"\n\"MS.MIL.XPND.GD.ZS\",\"Military expenditure (% of GDP)\",\"Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)\",\"World Development Indicators\",\"Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.\"\n\"MS.MIL.XPND.ZS\",\"Military expenditure (% of central government expenditure)\",\"Military expenditures data from SIPRI are derived from the NATO definition, which includes all current and capital expenditures on the armed forces, including peacekeeping forces; defense ministries and other government agencies engaged in defense projects; paramilitary forces, if these are judged to be trained and equipped for military operations; and military space activities. Such expenditures include military and civil personnel, including retirement pensions of military personnel and social services for personnel; operation and maintenance; procurement; military research and development; and military aid (in the military expenditures of the donor country). Excluded are civil defense and current expenditures for previous military activities, such as for veterans' benefits, demobilization, conversion, and destruction of weapons. This definition cannot be applied for all countries, however, since that would require much more detailed information than is available about what is included in military budgets and off-budget military expenditure items. (For example, military budgets might or might not cover civil defense, reserves and auxiliary forces, police and paramilitary forces, dual-purpose forces such as military and civilian police, military grants in kind, pensions for military personnel, and social security contributions paid by one part of government to another.)\",\"World Development Indicators\",\"Stockholm International Peace Research Institute (SIPRI), Yearbook: Armaments, Disarmament and International Security.\"\n\"MS.MIL.XPRT.KD\",\"Arms exports (SIPRI trend indicator values)\",\"Arms transfers cover the supply of military weapons through sales, aid, gifts, and those made through manufacturing licenses. Data cover major conventional weapons such as aircraft, armored vehicles, artillery, radar systems, missiles, and ships designed for military use. Excluded are transfers of other military equipment such as small arms and light weapons, trucks, small artillery, ammunition, support equipment, technology transfers, and other services.\",\"World Development Indicators\",\"Stockholm International Peace Research Institute (SIPRI), Arms Transfers Programme (http://portal.sipri.org/publications/pages/transfer/splash).\"\n\"NA.GDP.AGR.CR\",\"GDP on Agriculture Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.AGR.KR\",\"GDP on Agriculture Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.CNST.CR\",\"GDP on Construction Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.CNST.KR\",\"GDP on Construction Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.EXC.OG.CR\",\"Total GDP excluding Oil and Gas (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.EXC.OG.KR\",\"Total GDP excluding Oil and Gas (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.FINS.CR\",\"GDP on Financial Service Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.FINS.KR\",\"GDP on Financial Service Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.INC.OG.CR\",\"Total GDP including Oil and Gas (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.INC.OG.KR\",\"Total GDP including Oil and Gas (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.MINQ.CR\",\"GDP on Mining and Quarrying Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.MINQ.KR\",\"GDP on Mining and Quarrying Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.MNF.CR\",\"GDP on Manufacturing Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.MNF.KR\",\"GDP on Manufacturing Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.SRV.OTHR.CR\",\"GDP on Other Service Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.SRV.OTHR.KR\",\"GDP on Other Service Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.TRAN.COMM.CR\",\"GDP on Transportation and Telecommunication Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.TRAN.COMM.KR\",\"GDP on Transportation and Telecommunication Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.TRD.HTL.CR\",\"GDP on Trade, Hotel and Restaurant Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.TRD.HTL.KR\",\"GDP on Trade, Hotel and Restaurant Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.UTL.CR\",\"GDP on Utilities Sector (in IDR Million), Current Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NA.GDP.UTL.KR\",\"GDP on Utilities Sector (in IDR Million), Constant Price\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.CON.GOVT.CD\",\"General government final consumption expenditure (current US$)\",\"General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.GOVT.CN\",\"General government final consumption expenditure (current LCU)\",\"General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.GOVT.KD\",\"General government final consumption expenditure (constant 2010 US$)\",\"General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.GOVT.KD.ZG\",\"General government final consumption expenditure (annual % growth)\",\"Annual percentage growth of general government final consumption expenditure based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. General government final consumption expenditure (general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.GOVT.KN\",\"General government final consumption expenditure (constant LCU)\",\"General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.GOVT.ZS\",\"General government final consumption expenditure (% of GDP)\",\"General government final consumption expenditure (formerly general government consumption) includes all government current expenditures for purchases of goods and services (including compensation of employees). It also includes most expenditures on national defense and security, but excludes government military expenditures that are part of government capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PCAP.CD\",\"Final consumption expenditure plus discrepancy, per capita (current US$)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.CD\",\"Household final consumption expenditure, etc. (current US$)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.CN\",\"Household final consumption expenditure, etc. (current LCU)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.KD\",\"Household final consumption expenditure, etc. (constant 2010 US$)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.KD.ZG\",\"Household final consumption expenditure, etc. (annual % growth)\",\"Annual percentage growth of household final consumption expenditure is based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.KN\",\"Household final consumption expenditure, etc. (constant LCU)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PETC.ZS\",\"Household final consumption expenditure, etc. (% of GDP)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. This item also includes any statistical discrepancy in the use of resources relative to the supply of resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.CD\",\"Household final consumption expenditure (current US$)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.CN\",\"Household final consumption expenditure (current LCU)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.KD\",\"Household final consumption expenditure (constant 2010 US$)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.KD.ZG\",\"Household final consumption expenditure (annual % growth)\",\"Annual percentage growth of household final consumption expenditure based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.KN\",\"Household final consumption expenditure (constant LCU)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.PC.KD\",\"Household final consumption expenditure per capita (constant 2010 US$)\",\"Household final consumption expenditure per capita (private consumption per capita) is calculated using private consumption in constant 2010 prices and World Bank population estimates. Household final consumption expenditure is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.PC.KD.ZG\",\"Household final consumption expenditure per capita growth (annual %)\",\"Annual percentage growth of household final consumption expenditure per capita, which is calculated using household final consumption expenditure in constant 2010 prices and World Bank population estimates. Household final consumption expenditure (private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.PRVT.PP.CD\",\"Household final consumption expenditure, PPP (current international $)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are converted to current international dollars using purchasing power parity rates based on the 2011 ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NE.CON.PRVT.PP.KD\",\"Household final consumption expenditure, PPP (constant 2011 international $)\",\"Household final consumption expenditure (formerly private consumption) is the market value of all goods and services, including durable products (such as cars, washing machines, and home computers), purchased by households. It excludes purchases of dwellings but includes imputed rent for owner-occupied dwellings. It also includes payments and fees to governments to obtain permits and licenses. Here, household consumption expenditure includes the expenditures of nonprofit institutions serving households, even when reported separately by the country. Data are converted to constant 2011 international dollars using purchasing power parity rates.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NE.CON.TETC.CD\",\"Final consumption expenditure, etc. (current US$)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TETC.CN\",\"Final consumption expenditure, etc. (current LCU)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TETC.KD\",\"Final consumption expenditure, etc. (constant 2010 US$)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TETC.KD.ZG\",\"Final consumption expenditure, etc. (annual % growth)\",\"Average annual growth of final consumption expenditure based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TETC.KN\",\"Final consumption expenditure, etc. (constant LCU)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TETC.ZS\",\"Final consumption expenditure, etc. (% of GDP)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). This estimate includes any statistical discrepancy in the use of resources relative to the supply of resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TOTL.CD\",\"Final consumption expenditure (current US$)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TOTL.CN\",\"Final consumption expenditure (current LCU)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (private consumption) and general government final consumption expenditure (general government consumption). Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TOTL.KD\",\"Final consumption expenditure (constant 2010 US$)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.CON.TOTL.KN\",\"Final consumption expenditure (constant LCU)\",\"Final consumption expenditure (formerly total consumption) is the sum of household final consumption expenditure (formerly private consumption) and general government final consumption expenditure (formerly general government consumption). Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.DEFL.ZS\",\"Gross national expenditure deflator (base year varies by country)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.TOTL.CD\",\"Gross national expenditure (current US$)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.TOTL.CN\",\"Gross national expenditure (current LCU)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.TOTL.KD\",\"Gross national expenditure (constant 2010 US$)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.TOTL.KN\",\"Gross national expenditure (constant LCU)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment). Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.DAB.TOTL.ZS\",\"Gross national expenditure (% of GDP)\",\"Gross national expenditure (formerly domestic absorption) is the sum of household final consumption expenditure (formerly private consumption), general government final consumption expenditure (formerly general government consumption), and gross capital formation (formerly gross domestic investment).\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.CD\",\"Exports of goods and services (current US$)\",\"Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.CN\",\"Exports of goods and services (current LCU)\",\"Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.KD\",\"Exports of goods and services (constant 2010 US$)\",\"Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.KD.ZG\",\"Exports of goods and services (annual % growth)\",\"Annual growth rate of exports of goods and services based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.KN\",\"Exports of goods and services (constant LCU)\",\"Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.KN.ZG\",\"Exports of goods and non-financial services, growth (%, constant LCU)\",\"\\\"The annual rate of growth of exports of goods and non-financial services, as calculated from the constant local currency series. Exports of goods and services represent the value of all goods and other market services provided to or received from the rest of the world. Included is the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services. Data are in constant local currency.\\r \\\"\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.XN\",\"Export price index (goods and services, 2000=100)\",\"The exports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by exports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.EXP.GNFS.ZS\",\"Exports of goods and services (% of GDP)\",\"Exports of goods and services represent the value of all goods and other market services provided to the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.CON.GOVT.CR\",\"GDP expenditure on general government consumption (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.CON.NPI.CR\",\"GDP expenditure on non profit private institution consumption (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.CON.PRVT.CR\",\"GDP expenditure on private consumption (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.EXPT.CR\",\"GDP expenditure on exports (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.FCGV.CD\",\"GDFI - central government (current US$)\",\"Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.GDI.FCGV.CN\",\"GDFI - central government (current LCU)\",\"Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FCGV.KD\",\"GDFI - central government (constant 2000 US$)\",\"Gross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.GDI.FCGV.KN\",\"GDFI - central government (constant LCU)\",\"Central government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by central government. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FGOV.CD\",\"GDFI - general government (current US$)\",\"General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FGOV.CN\",\"GDFI - general government (current LCU)\",\"General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FGOV.KD\",\"GDFI - general government (constant 2000 US$)\",\"\\\"\\nGross domestic fixed investment includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2000 U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FGOV.KN\",\"GDFI - general government (constant LCU)\",\"General government’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by local, state or central government. Most outlays by government on military equipment are excluded. According to 93SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of government consumption expenditure. Data; constant prices, local currencies. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FLGV.CD\",\"GDFI - state and local government (current US$)\",\"State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.GDI.FLGV.CN\",\"GDFI - state and local government (current LCU)\",\"State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FLGV.KN\",\"GDFI - state and local government (constant LCU)\",\"State and local governments’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets, by state and local governments. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPBE.CD\",\"GDFI - public enterprises (current US$)\",\"Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPBE.CN\",\"GDFI - public enterprises (current LCU)\",\"Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPBE.KN\",\"GDFI - public enterprises (constant LCU)\",\"Public sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in const\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPRV.CD\",\"GDFI - private (current US$)\",\"Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPRV.CN\",\"Gross fixed capital formation, private sector (current LCU)\",\"Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPRV.KD\",\"GDFI - private sector (constant 2000 US$)\",\"Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in constant 2000 local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPRV.KN\",\"GDFI - private sector (constant LCU)\",\"Private sector’s gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets. Data are in constant local prices. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPRV.ZS\",\"Gross fixed capital formation, private sector (% of GDP)\",\"Private investment covers gross outlays by the private sector (including private nonprofit agencies) on additions to its fixed domestic assets.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPUB.CD\",\"GDFI - public sector (current US$)\",\"Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPUB.CN\",\"Gross fixed capital formation, public sector (current LCU)\",\"Public investment covers gross outlays by the public sector on additions to its fixed domestic assets.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPUB.KD\",\"GDFI - public sector (constant 2000 US$)\",\"Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant 2000 U.S. dollars. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPUB.KN\",\"GDFI - public sector (constant LCU)\",\"Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FPUB.ZS\",\"Gross public investment (% of GDP)\",\"Gross public investment (see definition below) as a percentage of GDP (%) . Public sectors’ gross domestic fixed investment (gross fixed capital formation) comprises all additions to the stocks of fixed assets (purchases and own-account capital formation), less any sales of second-hand and scrapped fixed assets measured at constant prices, done by government units and non-financial public enterprises. Most outlays by government on military equipment are excluded. According to 1993 SNA are outlays on weapons and equipment with no alternative civil use treated as intermediate consumption, and part of governments consumption expenditure. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.CD\",\"Gross fixed capital formation (current US$)\",\"Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.CN\",\"Gross fixed capital formation (current LCU)\",\"Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.CR\",\"GDP expenditure on gross fixed capital formation (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.FTOT.KD\",\"Gross fixed capital formation (constant 2010 US$)\",\"Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.KD.ZG\",\"Gross fixed capital formation (annual % growth)\",\"Average annual growth of gross fixed capital formation based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.KN\",\"Gross fixed capital formation (constant LCU)\",\"Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.FTOT.ZS\",\"Gross fixed capital formation (% of GDP)\",\"Gross fixed capital formation (formerly gross domestic fixed investment) includes land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.IMPT.CR\",\"GDP expenditure on imports (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.STKB.CD\",\"Changes in inventories (current US$)\",\"Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STKB.CN\",\"Changes in inventories (current LCU)\",\"Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STKB.CR\",\"GDP expenditure on changes in stock (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.STKB.KN\",\"Changes in inventories (constant LCU)\",\"Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STPB.CD\",\"Change in stocks public sector (current US$)\",\"Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.GDI.STPB.CN\",\"Change in stocks public sector (current LCU)\",\"Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STPB.KN\",\"Change in stocks, public sector (constant LCU)\",\"Changes in stocks/inventories of public sector comprises the value of the physical changes in (i) stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries, and (ii) stocks of strategic materials or other commodities of importance to the nation held by producers of government services. Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STPV.CD\",\"Change in stocks, private sector (current US$)\",\"Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.GDI.STPV.CN\",\"Change in stocks, private sector (current LCU)\",\"Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.STPV.KN\",\"Change in stocks, private sector (constant LCU)\",\"Changes in stocks/inventories of private sector comprises the value of the physical changes in stocks of raw materials, work-in-progress (excluding work put in place on structures, roads and other construction projects), and finished goods held by industries. Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.CD\",\"Gross capital formation (current US$)\",\"Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.CN\",\"Gross capital formation (current LCU)\",\"Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.CR\",\"Total GDP based on expenditure (in IDR Million)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"NE.GDI.TOTL.KD\",\"Gross capital formation (constant 2010 US$)\",\"Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.KD.ZG\",\"Gross capital formation (annual % growth)\",\"Annual growth rate of gross capital formation based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.KN\",\"Gross capital formation (constant LCU)\",\"Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.GDI.TOTL.ZS\",\"Gross capital formation (% of GDP)\",\"Gross capital formation (formerly gross domestic investment) consists of outlays on additions to the fixed assets of the economy plus net changes in the level of inventories. Fixed assets include land improvements (fences, ditches, drains, and so on); plant, machinery, and equipment purchases; and the construction of roads, railways, and the like, including schools, offices, hospitals, private residential dwellings, and commercial and industrial buildings. Inventories are stocks of goods held by firms to meet temporary or unexpected fluctuations in production or sales, and \\\"work in progress.\\\" According to the 1993 SNA, net acquisitions of valuables are also considered capital formation.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.CD\",\"Imports of goods and services (current US$)\",\"Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.CN\",\"Imports of goods and services (current LCU)\",\"Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.KD\",\"Imports of goods and services (constant 2010 US$)\",\"Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.KD.ZG\",\"Imports of goods and services (annual % growth)\",\"Annual growth rate of imports of goods and services based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.KN\",\"Imports of goods and services (constant LCU)\",\"Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.XN\",\"Import price index (goods and services 2000=100)\",\"The imports price index is derived by dividing the national accounts exports of goods and services in current U.S. dollars by imports of goods and services in constant 2000 U.S. dollars, with 2000 equaling 100. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.IMP.GNFS.ZS\",\"Imports of goods and services (% of GDP)\",\"Imports of goods and services represent the value of all goods and other market services received from the rest of the world. They include the value of merchandise, freight, insurance, transport, travel, royalties, license fees, and other services, such as communication, construction, financial, information, business, personal, and government services. They exclude compensation of employees and investment income (formerly called factor services) and transfer payments.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.MRCH.GDP.ZS\",\"Merchandise trade to GDP ratio (%)\",\"Merchandise trade as a share of GDP is the sum of merchandise exports and imports divided by the value of GDP, all in current US dollars and from the national accounts. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.RSB.GNFS.CD\",\"External balance on goods and services (current US$)\",\"External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.RSB.GNFS.CN\",\"External balance on goods and services (current LCU)\",\"External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.RSB.GNFS.KN\",\"External balance on goods and services (constant LCU)\",\"External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services). Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.RSB.GNFS.ZS\",\"External balance on goods and services (% of GDP)\",\"External balance on goods and services (formerly resource balance) equals exports of goods and services minus imports of goods and services (previously nonfactor services).\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.TRD.GNFS.CD\",\"Trade of goods and services (current US$)\",\"Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.TRD.GNFS.ZS\",\"Trade (% of GDP)\",\"Trade is the sum of exports and imports of goods and services measured as a share of gross domestic product.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NE.TRM.TRAD.XN\",\"Terms of trade index (2000=100)\",\"This is based upon goods and non-financial services from the National Accounts, that is, the terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NE.TRM.TRAD.XU\",\"Terms of trade (goods and services, 2000 = 100)\",\"The terms of trade index shows the national accounts exports price index divided by the imports price index, with 2000 equaling 100.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NEER\",\"Nominal Effecive Exchange Rate\",\"A measure of the value of a currency against a weighted average of several foreign currencies\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"NGAS_EUR\",\"Natural gas, Europe, $/mmbtu, current$\",\"Natural Gas (Europe), average import border price, including UK. As of April 2010 includes a spot price component. Between June 2000 - March 2010 excludes UK\",\"Global Economic Monitor (GEM) Commodities\",\"World Gas Intelligence; World Bank.\"\n\"NGAS_JP\",\"Natural gas LNG, $/mmbtu, current$\",\"Natural gas LNG (Japan), import price, cif, recent two months' averages are estimates.\",\"Global Economic Monitor (GEM) Commodities\",\"World Gas Intelligence; World Bank.\"\n\"NGAS_US\",\"Natural gas, US, $/mmbtu, current$\",\"Natural Gas (U.S.), spot price at Henry Hub, Louisiana\",\"Global Economic Monitor (GEM) Commodities\",\"Thomson Reuters Datastream; The Wall Street Journal; World Bank.\"\n\"NICKEL\",\"Nickel, $/mt, current$\",\"Nickel (LME), cathodes, minimum 99.8% purity, settlement price beginning 2005; previously cash price\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Thomson Reuters Datastream; World Bank.\"\n\"NRRV.SHR.FRST.CR\",\"Total Natural Resources Revenue Sharing from Forestry (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NRRV.SHR.FSH.CR\",\"Total Natural Resources Revenue Sharing from Fishery (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NRRV.SHR.GAS.CR\",\"Total Natural Resources Revenue Sharing from Gas (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NRRV.SHR.GEOT.CR\",\"Total Natural Resources Revenue Sharing from Geothermal Energy (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NRRV.SHR.MIN.CR\",\"Total Natural Resources Revenue Sharing from Mining (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NRRV.SHR.PETR.CR\",\"Total Natural Resources Revenue Sharing from Oil (in IDR, realization value)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, Laporan Keuangan Pemerintah Pusat (Central Government Financial Report)\"\n\"NV.AGR.PCAP.KD.ZG\",\"Real agricultural GDP per capita growth rate (%)\",\"The growth rate of real per capita GDP in agriculture, expressed at an annual rate. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NV.AGR.TOTL.CD\",\"Agriculture, value added (current US$)\",\"Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.AGR.TOTL.CN\",\"Agriculture, value added (current LCU)\",\"Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.AGR.TOTL.KD\",\"Agriculture, value added (constant 2010 US$)\",\"Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.AGR.TOTL.KD.ZG\",\"Agriculture, value added (annual % growth)\",\"Annual growth rate for agricultural value added based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.AGR.TOTL.KN\",\"Agriculture, value added (constant LCU)\",\"Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.AGR.TOTL.ZG\",\"Real agricultural GDP growth rates (%)\",\"This is the annual rate of growth of agricultural GDP. Value added in agriculture measures the output of the agricultural sector (ISIC divisions 1-5) less the value of intermediate inputs. Agriculture comprises value added from forestry, hunting, and fishing as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NV.AGR.TOTL.ZS\",\"Agriculture, value added (% of GDP)\",\"Agriculture corresponds to ISIC divisions 1-5 and includes forestry, hunting, and fishing, as well as cultivation of crops and livestock production. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.CNST.CD\",\"Construction, value added (current US$)\",\"Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.CNST.CN\",\"Construction, value added (current LCU)\",\"Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.CNST.KN\",\"Construction, value added (constant LCU)\",\"Value added in construction is defined as the value of output of the construction industry less the value of intermediate consumption (intermediate inputs). Construction is a subset of industry (ISIC 45). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.GELW.CD\",\"Gas, electricity and water, value added (current US$)\",\"Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.GELW.CN\",\"Gas, electricity and water, value added (current LCU)\",\"Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.GELW.KN\",\"Gas, electricity and water, value added (constant LCU)\",\"Value added in gas, electricity and water is defined as the value of output of the ‘Electricity, Gas and Water supply' industry less the value of intermediate consumption (intermediate inputs). Gas, electricity and water is a subset of industry (ISIC 40-41). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.CD\",\"Manufacturing, value added (current US$)\",\"Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.CN\",\"Manufacturing, value added (current LCU)\",\"Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.KD\",\"Manufacturing, value added (constant 2010 US$)\",\"Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are expressed constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.KD.ZG\",\"Manufacturing, value added (annual % growth)\",\"Annual growth rate for manufacturing value added based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.KN\",\"Manufacturing, value added (constant LCU)\",\"Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MANF.KN.ZG\",\"Value added, manufacturing growth rate (%)\",\"This is the annual rate of growth of value added in manufacturing. Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NV.IND.MANF.ZS\",\"Manufacturing, value added (% of GDP)\",\"Manufacturing refers to industries belonging to ISIC divisions 15-37. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MINQ.CD\",\"Mining and quarrying, value added (current US$)\",\"Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MINQ.CN\",\"Mining and quarrying, value added (current LCU)\",\"Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MINQ.KD\",\"Value added, mining and quarrying (constant 2000 US$)\",\"Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant 2000 U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.MINQ.KN\",\"Mining and quarrying, value added (constant LCU)\",\"Value added in mining and quarrying is defined as the value of output of the mining and quarrying industries less the value of intermediate consumption (intermediate inputs). Mining and quarrying is a subset of industry (ISIC 10-14). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.CD\",\"Industry, value added (current US$)\",\"Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.CN\",\"Industry, value added (current LCU)\",\"Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.KD\",\"Industry, value added (constant 2010 US$)\",\"Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.KD.ZG\",\"Industry, value added (annual % growth)\",\"Annual growth rate for industrial value added based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.KN\",\"Industry, value added (constant LCU)\",\"Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.IND.TOTL.ZS\",\"Industry, value added (% of GDP)\",\"Industry corresponds to ISIC divisions 10-45 and includes manufacturing (ISIC divisions 15-37). It comprises value added in mining, manufacturing (also reported as a separate subgroup), construction, electricity, water, and gas. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.MNF.CHEM.ZS.UN\",\"Chemicals (% of value added in manufacturing)\",\"Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Chemicals correspond to ISIC division 24.\",\"World Development Indicators\",\"United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.\"\n\"NV.MNF.FBTO.ZS.UN\",\"Food, beverages and tobacco (% of value added in manufacturing)\",\"Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Food, beverages, and tobacco correspond to ISIC divisions 15 and 16.\",\"World Development Indicators\",\"United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.\"\n\"NV.MNF.MTRN.ZS.UN\",\"Machinery and transport equipment (% of value added in manufacturing)\",\"Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Machinery and transport equipment correspond to ISIC divisions 29, 30, 32, 34, and 35.\",\"World Development Indicators\",\"United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.\"\n\"NV.MNF.OTHR.ZS.UN\",\"Other manufacturing (% of value added in manufacturing)\",\"Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Other manufacturing, a residual, covers wood and related products (ISIC division 20), paper and related products (ISIC divisions 21 and 22), petroleum and related products (ISIC division 23), basic metals and mineral products (ISIC division27), fabricated metal products and professional goods (ISIC division 28), and other industries (ISIC divisions 25, 26, 31, 33, 36, and 37). Includes unallocated data. When data for textiles, machinery, or chemicals are shown as not available, they are included in other manufacturing.\",\"World Development Indicators\",\"United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.\"\n\"NV.MNF.TXTL.ZS.UN\",\"Textiles and clothing (% of value added in manufacturing)\",\"Value added in manufacturing is the sum of gross output less the value of intermediate inputs used in production for industries classified in ISIC major division D. Textiles and clothing correspond to ISIC divisions 17-19.\",\"World Development Indicators\",\"United Nations Industrial Development Organization, International Yearbook of Industrial Statistics.\"\n\"NV.SRV.ADMN.CD\",\"Public administration and defense, value added (current US$)\",\"Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.ADMN.CN\",\"Public administration and defense, value added (current LCU)\",\"Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.ADMN.KN\",\"Public administration and defense, value added (constant LCU)\",\"Value added in public administration and defense is defined as the value of output of the public administration and defense industries less the value of intermediate consumption (intermediate inputs). Public administration and defense is a subset of services (ISIC 75). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.BNKG.CD\",\"Banking, value added (current US$)\",\"Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.BNKG.CN\",\"Banking, value added (current LCU)\",\"Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.BNKG.KN\",\"Banking, value added (constant LCU)\",\"Value added in banking is defined as the value of output of the banking industry less the value of intermediate consumption (intermediate inputs). Banking is a subset of services, comprising financial intermediation (ISIC 65-67). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DISC.CD\",\"Discrepancy in GDP, value added (current US$)\",\"This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DISC.CN\",\"Discrepancy in GDP, value added (current LCU)\",\"This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DISC.KN\",\"Discrepancy in GDP, value added (constant LCU)\",\"This is the discrepancy included in the value added of services, etc. Covered here are any discrepancies noted by national compilers as well as discrepancies arising from linking new and old series in the World Bank data base. Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DWEL.CD\",\"Ownership of dwellings, value added (current US$)\",\"Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DWEL.CN\",\"Ownership of dwellings, value added (current LCU)\",\"Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.DWEL.KN\",\"Ownership of dwellings, value added (constant LCU)\",\"Value added in dwellings is defined as the imputed value of output of owner occupied dwellings less the value of intermediate consumption (intermediate inputs). Dwellings is a subset of services (part of ISIC 70). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.OTHR.CD\",\"Other services, value added (current US$)\",\"Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.OTHR.CN\",\"Other services, value added (current LCU)\",\"Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.OTHR.KN\",\"Other services, value added (constant LCU)\",\"Value added in other services is defined as the value of output of the 'other services' industry less the value of intermediate consumption (intermediate inputs). Other services is a subset of services, comprising real estate, renting and business activities (excluding services of owner occupied dwellings), education, health and social work, other community, social and personal service activities, private households with employed persons, and extra territorial organizations (ISIC 70-74, 80-99). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.CD\",\"Services, etc., value added (current US$)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.CN\",\"Services, etc., value added (current LCU)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.KD\",\"Services, etc., value added (constant 2010 US$)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.KD.ZG\",\"Services, etc., value added (annual % growth)\",\"Annual growth rate for value added in services based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.KN\",\"Services, etc., value added (constant LCU)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.KN.ZG\",\"Value added, services and etc growth rate (%)\",\"This is the annual rate of growth of value added in services. Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TETC.ZS\",\"Services, etc., value added (% of GDP)\",\"Services correspond to ISIC divisions 50-99 and they include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges, import duties, and any statistical discrepancies noted by national compilers as well as discrepancies arising from rescaling. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 3. Note: For VAB countries, gross value added at factor cost is used as the denominator.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TOTL.CD\",\"Services, value added (current US$)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TOTL.CN\",\"Services, value added (current LCU)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TOTL.KD\",\"Value added, services (constant 2000 US$)\",\"\\nValue added (gross) in ‘Services’ is defined as the value of output of the ‘Service’ industry less the value of intermediate consumption (intermediate inputs). ‘Services’ comprises wholesale and retail trade, hotel and restaurants, transport, storage and communications, financial intermediation, real estate, renting and business activities, public administration and defense, education, health and social work, other community, social and personal service activities, private households with employed persons, and extra-territorial organizations (ISIC 50-99). Data are in constant 2000 U.S. dollars.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NV.SRV.TOTL.KN\",\"Services, value added (constant LCU)\",\"Services correspond to ISIC divisions 50-99. They include value added in wholesale and retail trade (including hotels and restaurants), transport, and government, financial, professional, and personal services such as education, health care, and real estate services. Also included are imputed bank service charges and import duties. Value added is the net output of a sector after adding up all outputs and subtracting intermediate inputs. It is calculated without making deductions for depreciation of fabricated assets or depletion and degradation of natural resources. The industrial origin of value added is determined by the International Standard Industrial Classification (ISIC), revision 2. Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAD.CD\",\"Wholesale and retail trade, value added (current US$)\",\"Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAD.CN\",\"Wholesale and retail trade, value added (current LCU)\",\"Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAD.KN\",\"Wholesale and retail trade, value added (constant LCU)\",\"Value added in trade is defined as the value of output of the trade industry less the value of intermediate consumption (intermediate inputs). Trade is a subset of services, comprising wholesale and retail trade, and hotel and restaurants (ISIC 50-55). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAN.CD\",\"Transport, storage and communication, value added (current US$)\",\"Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAN.CN\",\"Transport, storage and communication, value added (current LCU)\",\"Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in current local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NV.SRV.TRAN.KN\",\"Transport, storage and communication, value added (constant LCU)\",\"Value added in transport is defined as the value of output of the transport industry less the value of intermediate consumption (intermediate inputs). Transport is a subset of services, comprising transport, storage and communications (ISIC 60-64). Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.ADJ.AEDU.CD\",\"Adjusted savings: education expenditure (current US$)\",\"Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.\",\"World Development Indicators\",\"World Bank staff estimates using data from the United Nations Statistics Division's Statistical Yearbook, and the UNESCO Institute for Statistics online database.\"\n\"NY.ADJ.AEDU.GN.ZS\",\"Adjusted savings: education expenditure (% of GNI)\",\"Education expenditure refers to the current operating expenditures in education, including wages and salaries and excluding capital investments in buildings and equipment.\",\"World Development Indicators\",\"World Bank staff estimates using data from the United Nations Statistics Division's Statistical Yearbook, and the UNESCO Institute for Statistics online database.\"\n\"NY.ADJ.DCO2.CD\",\"Adjusted savings: carbon dioxide damage (current US$)\",\"Carbon dioxide damage is estimated to be $20 per ton of carbon (the unit damage in 1995 U.S. dollars) times the number of tons of carbon emitted.\",\"World Development Indicators\",\"World Bank staff estimates based on Samuel Fankhauser's \\\"Valuing Climate Change: The Economics of the Greenhouse\\\" (1995).\"\n\"NY.ADJ.DCO2.GN.ZS\",\"Adjusted savings: carbon dioxide damage (% of GNI)\",\"Carbon dioxide damage is estimated to be $20 per ton of carbon (the unit damage in 1995 U.S. dollars) times the number of tons of carbon emitted.\",\"World Development Indicators\",\"World Bank staff estimates based on Samuel Fankhauser's \\\"Valuing Climate Change: The Economics of the Greenhouse\\\" (1995).\"\n\"NY.ADJ.DFOR.CD\",\"Adjusted savings: net forest depletion (current US$)\",\"Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DFOR.GN.ZS\",\"Adjusted savings: net forest depletion (% of GNI)\",\"Net forest depletion is calculated as the product of unit resource rents and the excess of roundwood harvest over natural growth.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DKAP.CD\",\"Adjusted savings: consumption of fixed capital (current US$)\",\"Consumption of fixed capital represents the replacement value of capital used up in the process of production.\",\"World Development Indicators\",\"World Bank staff estimates using data from the United Nations Statistics Division's National Accounts Statistics.\"\n\"NY.ADJ.DKAP.GN.ZS\",\"Adjusted savings: consumption of fixed capital (% of GNI)\",\"Consumption of fixed capital represents the replacement value of capital used up in the process of production.\",\"World Development Indicators\",\"World Bank staff estimates using data from the United Nations Statistics Division's National Accounts Statistics.\"\n\"NY.ADJ.DMIN.CD\",\"Adjusted savings: mineral depletion (current US$)\",\"Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate. \",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DMIN.GN.ZS\",\"Adjusted savings: mineral depletion (% of GNI)\",\"Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate. \",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DNGY.CD\",\"Adjusted savings: energy depletion (current US$)\",\"Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas. \",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DNGY.GN.ZS\",\"Adjusted savings: energy depletion (% of GNI)\",\"Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas. \",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.DPEM.CD\",\"Adjusted savings: particulate emission damage (current US$)\",\"Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5) as well as indoor concentrations of air pollution in households cooking with solid fuels. Damages are calculated as productivity losses in the workforce due to premature death and illness.\",\"World Development Indicators\",\"Data on health impacts from exposure to ambient PM2.5 pollution and household air pollution are from the Global Burden of Disease 2010 study. Data are provided by the Institute for Health Metrics and Evaluation at the University of Washington.\"\n\"NY.ADJ.DPEM.GN.ZS\",\"Adjusted savings: particulate emission damage (% of GNI)\",\"Particulate emissions damage is the damage due to exposure of a country's population to ambient concentrations of particulates measuring less than 2.5 microns in diameter (PM2.5) as well as indoor concentrations of air pollution in households cooking with solid fuels. Damages are calculated as productivity losses in the workforce due to premature death and illness.\",\"World Development Indicators\",\"Data on health impacts from exposure to ambient PM2.5 pollution and household air pollution are from the Global Burden of Disease 2010 study. Data are provided by the Institute for Health Metrics and Evaluation at the University of Washington.\"\n\"NY.ADJ.DRES.GN.ZS\",\"Adjusted savings: natural resources depletion (% of GNI)\",\"Natural resource depletion is the sum of net forest depletion, energy depletion, and mineral depletion. Net forest depletion is unit resource rents times the excess of roundwood harvest over natural growth. Energy depletion is the ratio of the value of the stock of energy resources to the remaining reserve lifetime (capped at 25 years). It covers coal, crude oil, and natural gas. Mineral depletion is the ratio of the value of the stock of mineral resources to the remaining reserve lifetime (capped at 25 years). It covers tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.ICTR.GN.ZS\",\"Adjusted savings: gross savings (% of GNI)\",\"Gross savings are the difference between gross national income and public and private consumption, plus net current transfers.\",\"World Development Indicators\",\"World Bank national accounts data files.\"\n\"NY.ADJ.NNAT.CD\",\"Adjusted savings: net national savings (current US$)\",\"Net national savings are equal to gross national savings less the value of consumption of fixed capital.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNAT.GN.ZS\",\"Adjusted savings: net national savings (% of GNI)\",\"Net national savings are equal to gross national savings less the value of consumption of fixed capital.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNTY.CD\",\"Adjusted net national income (current US$)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNTY.KD\",\"Adjusted net national income (constant 2010 US$)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNTY.KD.ZG\",\"Adjusted net national income (annual % growth)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNTY.PC.CD\",\"Adjusted net national income per capita (current US$)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.NNTY.PC.KD\",\"Adjusted net national income per capita (constant 2010 US$)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"NULWorld Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).L\"\n\"NY.ADJ.NNTY.PC.KD.ZG\",\"Adjusted net national income per capita (annual % growth)\",\"Adjusted net national income is GNI minus consumption of fixed capital and natural resources depletion.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.SVNG.CD\",\"Adjusted net savings, including particulate emission damage (current US$)\",\"Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.SVNG.GN.ZS\",\"Adjusted net savings, including particulate emission damage (% of GNI)\",\"Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide and particulate emissions damage.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.SVNX.CD\",\"Adjusted net savings, excluding particulate emission damage (current US$)\",\"Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.ADJ.SVNX.GN.ZS\",\"Adjusted net savings, excluding particulate emission damage (% of GNI)\",\"Adjusted net savings are equal to net national savings plus education expenditure and minus energy depletion, mineral depletion, net forest depletion, and carbon dioxide. This series excludes particulate emissions damage.\",\"World Development Indicators\",\"World Bank staff estimates based on sources and methods in World Bank's \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (2011).\"\n\"NY.AGR.SUBS.GD.ZS\",\"Agricultural support estimate (% of GDP)\",\"Agriculture support is the annual monetary value of all gross transfers from taxpayers and consumers, both domestic and foreign (in the form of subsidies arising from policy measures that support agriculture), net of the associated budgetary receipts, regardless of their objectives and impacts on farm production and income, or consumption of farm products.\",\"Millennium Development Goals\",\"Organisation for Economic Co-operation and Development, Producer and Consumer Support Estimates database. Available online at www.oecd.org/tad/support/psecse.\"\n\"NY.EXP.CAPM.KN\",\"Exports as a capacity to import (constant LCU)\",\"Exports as a capacity to import equals the current price value of exports of goods and services deflated by the import price index. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.COAL.RT.ZS\",\"Coal rents (% of GDP)\",\"Coal rents are the difference between the value of both hard and soft coal production at world prices and their total costs of production.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDP.DEFL.KD.ZG\",\"Inflation, GDP deflator (annual %)\",\"Inflation as measured by the annual growth rate of the GDP implicit deflator shows the rate of price change in the economy as a whole. The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.DEFL.ZS\",\"GDP deflator (base year varies by country)\",\"The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.DISC.CD\",\"Discrepancy in expenditure estimate of GDP (current US$)\",\"This is the discrepancy included in the ‘total consumption etc.' This discrepancy is included to ensures that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current U.S. dollars.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.DISC.CN\",\"Discrepancy in expenditure estimate of GDP (current LCU)\",\"Discrepancy in expenditure estimate of GDP is the discrepancy included in final consumption expenditure, etc. (total consumption, etc.). This discrepancy is included to ensure that GDP from the expenditure side equals GDP measured by the income or output approach. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.DISC.KN\",\"Discrepancy in expenditure estimate of GDP (constant LCU)\",\" A statistical discrepancy usually arises when the GDP components are estimated independently by industrial origin and by expenditure categories. This item represents the discrepancy in the use of resources (i.e., the estimate of GDP by expenditure categories). Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.FCST.CD\",\"Gross value added at factor cost (current US$)\",\"Gross value added at factor cost (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at factor cost is derived by subtracting net product taxes from GDP. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.FCST.CN\",\"Gross value added at factor cost (current LCU)\",\"Gross value added at factor cost (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at factor cost is derived by subtracting net product taxes from GDP. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.FCST.KD\",\"Gross value added at factor cost (constant 2010 US$)\",\"Gross value added at factor cost (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at factor cost is derived by subtracting net product taxes from GDP. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.FCST.KN\",\"Gross value added at factor cost (constant LCU)\",\"Gross value added at factor cost (formerly GDP at factor cost) is derived as the sum of the value added in the agriculture, industry and services sectors. If the value added of these sectors is calculated at purchaser values, gross value added at factor cost is derived by subtracting net product taxes from GDP. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.FRST.RT.ZS\",\"Forest rents (% of GDP)\",\"Forest rents are roundwood harvest times the product of average prices and a region-specific rental rate.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDP.MINR.RT.ZS\",\"Mineral rents (% of GDP)\",\"Mineral rents are the difference between the value of production for a stock of minerals at world prices and their total costs of production. Minerals included in the calculation are tin, gold, lead, zinc, iron, copper, nickel, silver, bauxite, and phosphate.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDP.MKTP.CD\",\"GDP (current US$)\",\"GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars. Dollar figures for GDP are converted from domestic currencies using single year official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.MKTP.CD.XD\",\"GDP deflator, index (2000=100; US$ series)\",\"The GDP deflator series based upon the U.S. dollar series is defined as the ratio of the GDP at market prices in current U.S. dollars) to the GDP at market prices in constant (2000) U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GDP.MKTP.CN\",\"GDP (current LCU)\",\"GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.MKTP.CN.XD\",\"GDP deflator, period average (LCU index 2000=100)\",\"The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GDP.MKTP.KD\",\"GDP at market prices (constant 2010 US$)\",\"GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2010 U.S. dollars. Dollar figures for GDP are converted from domestic currencies using 2010 official exchange rates. For a few countries where the official exchange rate does not reflect the rate effectively applied to actual foreign exchange transactions, an alternative conversion factor is used.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.MKTP.KD.ZG\",\"GDP growth (annual %)\",\"Annual percentage growth rate of GDP at market prices based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.MKTP.KN\",\"GDP (constant LCU)\",\"GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.MKTP.PP.CD\",\"GDP, PPP (current international $)\",\"PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current international dollars. For most economies PPP figures are extrapolated from the 2011 International Comparison Program (ICP) benchmark estimates or imputed using a statistical model based on the 2011 ICP. For 47 high- and upper middle-income economies conversion factors are provided by Eurostat and the Organisation for Economic Co-operation and Development (OECD).\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GDP.MKTP.PP.KD\",\"GDP, PPP (constant 2011 international $)\",\"PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2011 international dollars.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GDP.MKTP.XU.E\",\"GDP deflator, end period (base year varies by country)\",\"The GDP implicit deflator is the ratio of GDP in current local currency to GDP in constant local currency. The base year varies by country.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.NGAS.RT.ZS\",\"Natural gas rents (% of GDP)\",\"Natural gas rents are the difference between the value of natural gas production at world prices and total costs of production.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDP.PCAP.CD\",\"GDP per capita (current US$)\",\"GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.PCAP.CN\",\"GDP per capita (current LCU)\",\"GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.PCAP.KD\",\"GDP per capita (constant 2010 US$)\",\"GDP per capita is gross domestic product divided by midyear population. GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.PCAP.KD.ZG\",\"GDP per capita growth (annual %)\",\"Annual percentage growth rate of GDP per capita based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.PCAP.KN\",\"GDP per capita (constant LCU)\",\"GDP per capita is gross domestic product divided by midyear population. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDP.PCAP.PP.CD\",\"GDP per capita, PPP (current international $)\",\"GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in current international dollars based on the 2011 ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GDP.PCAP.PP.KD\",\"GDP per capita, PPP (constant 2011 international $)\",\"GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2011 international dollars.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GDP.PCAP.PP.KD.ZG\",\"GDP per capita, PPP annual growth (%)\",\"Annual percentage growth rate of GDP per capita based on purchasing power parity (PPP). GDP per capita based on purchasing power parity (PPP). PPP GDP is gross domestic product converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GDP as the U.S. dollar has in the United States. GDP at purchaser's prices is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources. Data are in constant 2000 international dollars. \",\"Africa Development Indicators\",\"\\\"World Bank, International Comparison Programme database.\\r\\\"\"\n\"NY.GDP.PETR.RT.ZS\",\"Oil rents (% of GDP)\",\"Oil rents are the difference between the value of crude oil production at world prices and total costs of production.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDP.TOTL.RT.ZS\",\"Total natural resources rents (% of GDP)\",\"Total natural resources rents are the sum of oil rents, natural gas rents, coal rents (hard and soft), mineral rents, and forest rents.\",\"World Development Indicators\",\"Estimates based on sources and methods described in \\\"The Changing Wealth of Nations: Measuring Sustainable Development in the New Millennium\\\" (World Bank, 2011).\"\n\"NY.GDS.PRVT.CD\",\"Gross domestic savings, private (current US$)\",\"Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GDS.PRVT.CN\",\"Gross domestic savings, private (current LCU)\",\"Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.PRVT.KN\",\"Gross domestic savings, private (constant LCU)\",\"Private sector’s gross domestic saving is derived as value added in private sector at factor cost less private consumption, etc. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.PUBL.CD\",\"Gross domestic savings, public (current US$)\",\"Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GDS.PUBL.CN\",\"Gross domestic savings, public (current LCU)\",\"Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.PUBL.KN\",\"Gross domestic savings, public (constant LCU)\",\"Public sector’s gross domestic saving is derived as value added in public sector at factor cost plus all indirect taxes, net less general government consumption expenditure. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.TOTL.CD\",\"Gross domestic savings (current US$)\",\"Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.TOTL.CN\",\"Gross domestic savings (current LCU)\",\"Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption). Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDS.TOTL.KD\",\"Gross domestic savings, total (constant 2000 US$)\",\"Gross domestic savings are calculated as the difference between GDP and total consumption. Data are in constant 2000 U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GDS.TOTL.ZS\",\"Gross domestic savings (% of GDP)\",\"Gross domestic savings are calculated as GDP less final consumption expenditure (total consumption).\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GDY.TOTL.KN\",\"Gross domestic income (constant LCU)\",\"Gross domestic income is derived as the sum of GDP and the terms of trade adjustment. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.ATLS.CD\",\"GNI, Atlas method (current US$)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.CD\",\"GNI (current US$)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.CN\",\"GNI (current LCU)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.KD\",\"GNI (constant 2010 US$)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.KD.ZG\",\"GNI growth (annual %)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.KN\",\"GNI (constant LCU)\",\"GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.PC.CD\",\"GNI per capita (current US$)\",\"GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current U.S. dollars.\",\"Sustainable Development Goals \",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.MKTP.PP.CD\",\"GNI, PPP (current international $)\",\"PPP GNI (formerly PPP GNP) is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current international dollars. For most economies PPP figures are extrapolated from the 2011 International Comparison Program (ICP) benchmark estimates or imputed using a statistical model based on the 2011 ICP. For 47 high- and upper middle-income economies conversion factors are provided by Eurostat and the Organisation for Economic Co-operation and Development (OECD).\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GNP.MKTP.PP.KD\",\"GNI, PPP (constant 2011 international $)\",\"PPP GNI (formerly PPP GNP) is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. Gross national income is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2011 international dollars.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GNP.PCAP.CD\",\"GNI per capita, Atlas method (current US$)\",\"GNI per capita (formerly GNP per capita) is the gross national income, converted to U.S. dollars using the World Bank Atlas method, divided by the midyear population. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. GNI, calculated in national currency, is usually converted to U.S. dollars at official exchange rates for comparisons across economies, although an alternative rate is used when the official exchange rate is judged to diverge by an exceptionally large margin from the rate actually applied in international transactions. To smooth fluctuations in prices and exchange rates, a special Atlas method of conversion is used by the World Bank. This applies a conversion factor that averages the exchange rate for a given year and the two preceding years, adjusted for differences in rates of inflation between the country, and through 2000, the G-5 countries (France, Germany, Japan, the United Kingdom, and the United States). From 2001, these countries include the Euro area, Japan, the United Kingdom, and the United States.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.PCAP.CN\",\"GNI per capita (current LCU)\",\"GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.PCAP.KD\",\"GNI per capita (constant 2010 US$)\",\"GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2010 U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.PCAP.KD.ZG\",\"GNI per capita growth (annual %)\",\"Annual percentage growth rate of GNI per capita based on constant local currency. Aggregates are based on constant 2010 U.S. dollars. GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.PCAP.KN\",\"GNI per capita (constant LCU)\",\"GNI per capita is gross national income divided by midyear population. GNI (formerly GNP) is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNP.PCAP.PP.CD\",\"GNI per capita, PPP (current international $)\",\"GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in current international dollars based on the 2011 ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GNP.PCAP.PP.KD\",\"GNI per capita, PPP (constant 2011 international $)\",\"GNI per capita based on purchasing power parity (PPP). PPP GNI is gross national income (GNI) converted to international dollars using purchasing power parity rates. An international dollar has the same purchasing power over GNI as a U.S. dollar has in the United States. GNI is the sum of value added by all resident producers plus any product taxes (less subsidies) not included in the valuation of output plus net receipts of primary income (compensation of employees and property income) from abroad. Data are in constant 2011 international dollars.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"NY.GNS.ICTR.CD\",\"Gross savings (current US$)\",\"Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.ICTR.CN\",\"Gross savings (current LCU)\",\"Gross savings are calculated as gross national income less total consumption, plus net transfers. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.ICTR.GN.ZS\",\"Gross savings (% of GNI)\",\"Gross savings are calculated as gross national income less total consumption, plus net transfers.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.ICTR.KD\",\"Gross national savings, including net current transfers (constant 2000 US$)\",\"Gross national savings including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant 2000 U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNS.ICTR.KN\",\"Gross national savings, including net current transfers (constant LCU)\",\"Gross national savings, including net current transfers is equal to gross domestic savings plus net income and net current transfers from abroad. Data are in constant local currency. \",\"Africa Development Indicators\",\"\\\"World Bank country economists.\\r\\\"\"\n\"NY.GNS.ICTR.ZS\",\"Gross savings (% of GDP)\",\"Gross savings are calculated as gross national income less total consumption, plus net transfers.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.PRVT.CD\",\"Gross national savings, private (current US$)\",\"Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNS.PRVT.CN\",\"Gross national savings, private (current LCU)\",\"Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.PRVT.KN\",\"Gross national savings, private (constant LCU)\",\"Gross saving real in private sector is derived as gross disposable income REAL in private sector less private consumption expenditure. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNS.PUBL.CD\",\"Gross national savings, public (current US$)\",\"Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNS.PUBL.CN\",\"Gross national savings, public (current LCU)\",\"Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNS.PUBL.KN\",\"Gross national savings, public (constant LCU)\",\"Gross saving in public sector is derived as gross disposable income in public sector less government final consumption expenditure. Data are in constant local currency. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNY.TOTL.CN\",\"Gross national disposable income (current LCU)\",\"Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GNY.TOTL.KD\",\"Gross national income (constant 2000 US$)\",\"Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant 2000 U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.GNY.TOTL.KN\",\"Gross national income (constant LCU)\",\"Gross national income is derived as the sum of GNP and the terms of trade adjustment. Data are in constant local currency.\",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GSR.NFCY.CD\",\"Net income from abroad (current US$)\",\"Net income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GSR.NFCY.CN\",\"Net income from abroad (current LCU)\",\"Net income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.GSR.NFCY.KN\",\"Net income from abroad (constant LCU)\",\"Net income includes the net labor income and net property and entrepreneurial income components of the SNA. Labor income covers compensation of employees paid to nonresident workers. Property and entrepreneurial income covers investment income from the ownership of foreign financial claims (interest, dividends, rent, etc.) and nonfinancial property income (patents, copyrights, etc.). Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TAX.IDRT.CD\",\"Indirect taxes (current US$)\",\"Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of ‘taxes on products’ payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus ‘other taxes on production’. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.TAX.IDRT.CN\",\"Indirect taxes (current LCU)\",\"Taxes are compulsory, unrequited payments made by institutional units to government units. Indirect taxes consists of ‘taxes on products’ payable on goods and services when they are produced, delivered, sold, transferred or otherwise disposed by their producers, plus ‘other taxes on production’. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TAX.NIND.CD\",\"Net taxes on products (current US$)\",\"Net taxes on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TAX.NIND.CN\",\"Net taxes on products (current LCU)\",\"Net taxes on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TAX.NIND.KN\",\"Net taxes on products (constant LCU)\",\"Net taxes on products (net indirect taxes) are the sum of product taxes less subsidies. Product taxes are those taxes payable by producers that relate to the production, sale, purchase or use of the goods and services. Subsidies are grants on the current account made by general government to private enterprises and unincorporated public enterprises. The grants may take the form of payments to ensure a guaranteed price or to enable maintenance of prices of goods and services below costs of production, and other forms of assistance to producers. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TAX.SUBS.CD\",\"Subsidies (current US$)\",\"Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of ‘subsidies on products’, subsidies payable per unit of a good or a service, and ‘other subsidies on production’, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"NY.TAX.SUBS.CN\",\"Subsidies (current LCU; from SNA)\",\"Subsidies are current unrequited payments that government units make to enterprises, resident producers and importers. Subsidies may be designed to influence enterprises level or type of production, or the prices at which the products are sold. (Capital grants are in the national accounts classified as capital transfers.) Subsidies consists of ‘subsidies on products’, subsidies payable per unit of a good or a service, and ‘other subsidies on production’, which cover all other subsidies enterprises receives as a consequence of engaging in production. Data are in current local currency. \",\"Africa Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TRF.NCTR.CD\",\"Net current transfers from abroad (current US$)\",\"Current transfers comprise transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TRF.NCTR.CN\",\"Net current transfers from abroad (current LCU)\",\"Current transfers comprise transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in current local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TRF.NCTR.KN\",\"Net current transfers from abroad (constant LCU)\",\"Current transfers comprise transfers of income between residents of the reporting country and the rest of the world that carry no provisions for repayment. Net current transfers from abroad is equal to the unrequited transfers of income from nonresidents to residents minus the unrequited transfers from residents to nonresidents. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NY.TTF.GNFS.KN\",\"Terms of trade adjustment (constant LCU)\",\"The terms of trade effect equals capacity to import less exports of goods and services in constant prices. Data are in constant local currency.\",\"World Development Indicators\",\"World Bank national accounts data, and OECD National Accounts data files.\"\n\"NYGDPMKTPKDZ\",\"Annual percentage growth rate of GDP at market prices based on constant 2010 US Dollars.\",\"GDP is the sum of gross value added by all resident producers in the economy plus any product taxes and minus any subsidies not included in the value of the products. It is calculated without making deductions for depreciation of fabricated assets or for depletion and degradation of natural resources.\",\"GEP Economic Prospects\",\"The World Bank\"\n\"OECD.TSAL.0.E0\",\"Annual statutory teacher salaries in public institutions in USD. Pre-Primary. Starting salary\",\"Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.0.E10\",\"Annual statutory teacher salaries in public institutions in USD. Pre-Primary. 10 years of experience\",\"Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.0.E15\",\"Annual statutory teacher salaries in public institutions in USD. Pre-Primary. 15 years of experience\",\"Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.0.ETOP\",\"Annual statutory teacher salaries in public institutions in USD. Pre-Primary. Top of scale\",\"Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.1.E0\",\"Annual statutory teacher salaries in public institutions in USD. Primary. Starting salary\",\"Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.1.E10\",\"Annual statutory teacher salaries in public institutions in USD. Primary. 10 years of experience\",\"Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.1.E15\",\"Annual statutory teacher salaries in public institutions in USD. Primary. 15 years of experience\",\"Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.1.ETOP\",\"Annual statutory teacher salaries in public institutions in USD. Primary. Top of scale\",\"Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.2.E0\",\"Annual statutory teacher salaries in public institutions in USD. Lower Secondary. Starting salary\",\"Starting salaries refer to the average scheduled gross salary per year for a full-time teacher with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.2.E10\",\"Annual statutory teacher salaries in public institutions in USD. Lower Secondary. 10 years of experience\",\"Salaries after 10 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.2.E15\",\"Annual statutory teacher salaries in public institutions in USD. Lower Secondary. 15 years of experience\",\"Salaries after 15 years of experience refer to the scheduled annual salary of a full-time classroom teacher with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.2.ETOP\",\"Annual statutory teacher salaries in public institutions in USD. Lower Secondary. Top of scale\",\"Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time classroom teacher with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.3.E0\",\"Annual statutory teacher salaries in public institutions in USD. Upper Secondary. Starting salary\",\"Starting salaries refer to the average scheduled gross salary per year for a full-time upper secondary teacher (general programs only) with the minimum training necessary to be fully qualified at the beginning of the teaching career. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.3.E10\",\"Annual statutory teacher salaries in public institutions in USD. Upper Secondary. 10 years of experience\",\"Salaries after 10 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 10 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.3.E15\",\"Annual statutory teacher salaries in public institutions in USD. Upper Secondary. 15 years of experience\",\"Salaries after 15 years of experience refer to the scheduled annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training necessary to be fully qualified plus 15 years of experience. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"OECD.TSAL.3.ETOP\",\"Annual statutory teacher salaries in public institutions in USD. Upper Secondary. Top of scale\",\"Top of scale salaries reported refer to the scheduled maximum annual salary of a full-time upper secondary classroom teacher (general programs only) with the minimum training to be fully qualified for the job. Salaries are in equivalent USD converted using PPPs for private consumption. Statutory salaries refer to scheduled salaries according to official pay scales, while actual salaries refer to the average annual salary earned by a full-time teacher. The salaries reported are gross (total sum paid by the employer) less the employer’s contribution to social security and pension, according to existing salary scales. Salaries are “before tax”, i.e. before deductions for income tax. Teachers’ salaries are one component of teachers’ total compensation. Other benefits, such as regional allowances for teaching in remote areas, family allowances, reduced rates on public transport and tax allowances on the purchase of cultural materials, may also form part of teachers’ total remuneration. There are also large differences in taxation and social-benefits systems in OECD countries. All this should be borne in mind when comparing statutory salaries across countries. Data after 2009 is not comparable to data for 2009 and before due to changes in methodology. For more information, consult the OECD's Education at a Glance website: http://www.oecd.org/edu/eag.htm\",\"Education Statistics\",\"Organisation for Economic Co-operation and Development (OECD)\"\n\"Off_shore_financial_centers\",\"Countries categorized as offshore financial centers by the IMF and the Financial Stability Forum (FSF)\",\"Countries categorized as offshore financial centers by the IMF and the Financial Stability Forum (FSF).\",\"Jobs for Knowledge Platform\",\"International Monetary Fund.\"\n\"ORANGE\",\"Oranges, $/mt, current$\",\"Oranges (Mediterranean exporters) navel, EEC indicative import price, c.i.f. Paris\",\"Global Economic Monitor (GEM) Commodities\",\"INTERFEL, Fel Actualite hebdo; FRuiTrop; Marche Europeens Des Fruits et Legumes; World Bank.\"\n\"PA.NUS.ATLS\",\"DEC alternative conversion factor (LCU per US$)\",\"The DEC alternative conversion factor is the underlying annual exchange rate used for the World Bank Atlas method. As a rule, it is the official exchange rate reported in the IMF's International Financial Statistics (line rf). Exceptions arise where further refinements are made by World Bank staff. It is expressed in local currency units per U.S. dollar.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics, supplemented by World Bank staff estimates.\"\n\"PA.NUS.FCRF\",\"Official exchange rate (LCU per US$, period average)\",\"Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. It is calculated as an annual average based on monthly averages (local currency units relative to the U.S. dollar).\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics.\"\n\"PA.NUS.PPP\",\"PPP conversion factor, GDP (LCU per international $)\",\"Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for GDP. For most economies PPP figures are extrapolated from the 2011 International Comparison Program (ICP) benchmark estimates or imputed using a statistical model based on the 2011 ICP. For 47 high- and upper middle-income economies conversion factors are provided by Eurostat and the Organisation for Economic Co-operation and Development (OECD).\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"PA.NUS.PPP.05\",\"2005 PPP conversion factor, GDP (LCU per international $)\",\"Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for GDP. Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"PA.NUS.PPPC.RF\",\"Price level ratio of PPP conversion factor (GDP) to market exchange rate\",\"Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amount of goods and services in the domestic market as a U.S. dollar would buy in the United States. The ratio of PPP conversion factor to market exchange rate is the result obtained by dividing the PPP conversion factor by the market exchange rate. The ratio, also referred to as the national price level, makes it possible to compare the cost of the bundle of goods that make up gross domestic product (GDP) across countries. It tells how many dollars are needed to buy a dollar's worth of goods in the country as compared to the United States. PPP conversion factors are based on the 2011 ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"PA.NUS.PRVT.PP\",\"PPP conversion factor, private consumption (LCU per international $)\",\"Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for private consumption (i.e., household final consumption expenditure). For most economies PPP figures are extrapolated from the 2011 International Comparison Program (ICP) benchmark estimates or imputed using a statistical model based on the 2011 ICP. For 47 high- and upper middle-income economies conversion factors are provided by Eurostat and the Organisation for Economic Co-operation and Development (OECD).\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"PA.NUS.PRVT.PP.05\",\"2005 PPP conversion factor, private consumption (LCU per international $)\",\"Purchasing power parity conversion factor is the number of units of a country's currency required to buy the same amounts of goods and services in the domestic market as U.S. dollar would buy in the United States. This conversion factor is for private consumption (i.e., household final consumption expenditure). Historical estimates are provided for the 2005 benchmark year only. A separate series is available for extrapolated estimates based on the latest ICP round.\",\"World Development Indicators\",\"World Bank, International Comparison Program database.\"\n\"PALM.LND.DMG\",\"Palm Oil Land Area by type of condition: Damaged (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.IMM\",\"Palm Oil Land Area by type of condition: Immature (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.MTR\",\"Palm Oil Land Area by type of condition: Mature (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.PRVT\",\"Palm Oil Land Area by type of ownership: Private (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.SMHD\",\"Palm Oil Land Area by type of ownership: Smallholder (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.SOE\",\"Palm Oil Land Area by type of ownership: State Owned Enterprise (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.LND.TOTL\",\"Palm Oil Land Area: Total (in Hectares)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.PRD.PRVT\",\"Palm Production by type of ownership: Private (in Tons)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.PRD.SMHD\",\"Palm Production by type of ownership: Smallholder (in Tons)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.PRD.SOE\",\"Palm Production by type of ownership: State Owned Enterprise (in Tons)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.PRD.TOTL\",\"Palm Production: Total (in Tons)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.YLD.PRVT\",\"Palm Oil Yield by type of ownership: Private (in Kg/Ha)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.YLD.SMHD\",\"Palm Oil Yield by type of ownership: Smallholder (in Kg/Ha)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM.YLD.SOE\",\"Palm Oil Yield by type of ownership: State Owned Enterprise (in Kg/Ha)\",\"\",\"INDO-DAPOER\",\"Ministry of Agriculture, Tree Crop Estate Statistics of Indonesia for Oil Palm\"\n\"PALM_OIL\",\"Palm oil, $/mt, current$\",\"Palm oil (Malaysia), 5% bulk, c.i.f. N. W. Europe\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"PE.NUS.FCAE\",\"Official exchange rate (LCU per US$, end period)\",\"Official exchange rate refers to the exchange rate determined by national authorities or to the rate determined in the legally sanctioned exchange market. This series shows the end period value of local currency units relative to the U.S. dollar.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics.\"\n\"PER.ADMIN.CAP\",\"World Bank: Share of total capital education expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.CTL\",\"World Bank: Share of administration expenditures for central government administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.GOV\",\"World Bank: Share of administration expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.INTL\",\"World Bank: Share of administration expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.LOCAL\",\"World Bank: Share of administration expenditures for district/municipal government administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.PROV\",\"World Bank: Share of administration expenditures for provincial/state government administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ADMIN.SAL.USD\",\"World Bank: Average salary for administration (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for adult education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.SAL\",\"World Bank: Salaries' share of adult education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.SAL.TOT\",\"World Bank: Share of total education expenditures for adult education salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.SAL.USD\",\"World Bank: Average annual salary for adult education instructors (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.SOR.GOV\",\"World Bank: Share of adult education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.SOR.ITL\",\"World Bank: Share of adult education expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.AE.TOT\",\"World Bank: Share of total education expenditure for adult education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CAPITA\",\"World Bank: Per capita education expenditures (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CAPITA.CAP\",\"World Bank: Capital expenditures per capita (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CAPITA.RCT\",\"World Bank: Recurrent expenditures per capita (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CNTRL.GDP\",\"World Bank: Share of GDP for central government expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONSTRUCT.METER\",\"World Bank: Construction Cost per square meter (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONSTRUCTION\",\"World Bank: Construction Cost per Classroom (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONTRACT.PCTTOT\",\"World Bank: Share of total education expenditures for contract teachers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONTRACT.SAL\",\"World Bank: Contract Teachers, Annual Salary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONTRACT.TOT\",\"World Bank: Contract Teachers, total employed \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CONTRACT.USD\",\"World Bank: Contract Teachers, Total Cost in USD or local currency \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CPL\",\"World Bank: Capital share of total education expenditure (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CPL.GDP\",\"World Bank: Public capital expenditure on education as % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CPL.INF\",\"World Bank: Total education infrastructure expenditures (local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CPL.TOT\",\"World Bank: Public capital expenditure on education as a % of total capital government expenditure \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.CPL.USD\",\"World Bank: Total Capital Expenditures on Education (USD Millions or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EDSAL.AVG\",\"World Bank: Ratio of average education sector salary to average national wage \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EFF.TRA\",\"World Bank: Share of disbursed transfers that reach schools (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EFF.WI.RCT\",\"World Bank: Wastage Index (%), recurrent education expenditures \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EFF.WI.TOT\",\"World Bank: Wastage Index (%), total education expenditures \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EXE.CPL\",\"World Bank: Capital education budget execution rate (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EXE.CPL.GOV\",\"World Bank: Capital education budget execution rate (%), domestically financed \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EXE.CPL.ITL\",\"World Bank: Capital education budget execution rate (%), internationally financed \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.EXE.SAL\",\"World Bank: Education salary execution rate (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.GNP\",\"World Bank: Public education expenditures as a % of GNP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.GS.TOT\",\"World Bank: Total education expenditures on goods and services (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.MAINTENANCE\",\"World Bank: Maintenance Cost per school (in USD or in local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.MIN.AD\",\"World Bank: Ministry of Education employees (% administration/non-teaching) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.MIN.ED\",\"World Bank: Share of total public sector employees for the education sector (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.MIN.TCH\",\"World Bank: Ministry of Education employees (% teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.NSAL\",\"World Bank: Share of total education expenditures for non-salary items (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.NSAL.RCT\",\"World Bank: Share of total recurrent education expenditures for non-salary items (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.P40\",\"World Bank: Share of total education expenditures for the poorest 40% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PCR\",\"World Bank: Pupil/Classroom Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PNTR\",\"World Bank: Pupil/Administration (Non-Teaching) Staff Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PPS\",\"World Bank: Pupils/School \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC\",\"World Bank: Expenditures per student per year (local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.JR\",\"World Bank: Expenditures per student per year (local currency), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.PP\",\"World Bank: Expenditures per student per year (local currency), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.PRM\",\"World Bank: Expenditures per student per year (local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.SEC\",\"World Bank: Expenditures per student per year (local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.SR\",\"World Bank: Expenditures per student per year (local currency), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.LOC.TER\",\"World Bank: Expenditures per student per year (local currency), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.RCT.ADMIN\",\"World Bank: Recurrent expenditures per student for administration (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PS.USD\",\"World Bank: Expenditures per student per year (in USD) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PSTF\",\"World Bank: Pupil/Total Staff Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PTR\",\"World Bank: Pupil/Teacher Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.PVT.SHARE\",\"World Bank: Share of total schools, privately managed (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.NP\",\"World Bank: Share of total education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.POOR\",\"World Bank: Share of total education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.Q1\",\"World Bank: Share of total education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.Q2\",\"World Bank: Share of total education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.Q3\",\"World Bank: Share of total education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.Q4\",\"World Bank: Share of total education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.QTL.Q5\",\"World Bank: Share of total education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.R40\",\"World Bank: Share of total education expenditures for the richest 40% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT\",\"World Bank: Share of total government expenditures (all sectors) for recurrent education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.GDP\",\"World Bank: Public recurrent expenditure on education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.GS\",\"World Bank: Share of recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.SAL\",\"World Bank: Share of recurrent education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.TOT\",\"World Bank: Recurrent share of total education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.TOT.RCT\",\"World Bank: Public recurrent education expenditure as % of total recurrent government expenditure \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.TSAL\",\"World Bank: Share of recurrent education expenditures for teachers salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.RCT.USD\",\"World Bank: Total Recurrent Expenditures on Education (USD Millions or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL\",\"World Bank: Share of total education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.AVG\",\"World Bank: Ratio of average teacher salary to average national wage \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.GDP\",\"World Bank: Education salary expenditures as a % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.GHOST\",\"World Bank: Education salary expenditures as a % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.PVT\",\"World Bank: Public/Private Teacher Salary Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.TGOV\",\"World Bank: Share of total government salary expenditure for education salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.USD\",\"World Bank: Total Salary Expenditures on Education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SAL.VERT\",\"World Bank: Teacher Salary Vertical Compression Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SFT.D\",\"World Bank: Share of schools with double shifts (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SFT.S\",\"World Bank: Share of schools with single shifts (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SFT.T\",\"World Bank: Share of schools with triple shifts (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.SUB.GDP\",\"World Bank: Share of GDP for subnational government expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TCH.JOB\",\"World Bank: Share of teachers holding more than one job (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TLM.PS\",\"World Bank: Per student expenditure on Teaching/learning materials (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TSAL\",\"World Bank: Share of total education expenditures for teachers salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TSAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TSAL.USD\",\"World Bank: Average Annual Teacher Salary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.GDP\",\"World Bank: Total education expenditure as % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.GDP.GOV\",\"World Bank: Total public education expenditure as % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.GOV\",\"World Bank: Total public education expenditure, % of government spending \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.LCL\",\"World Bank: Total education expenditure (in local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.NA\",\"World Bank: Share of total education expenditure not allocated by educational level (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ALL.TTL.USD\",\"World Bank: Total education expenditure (in USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.ADMIN\",\"World Bank: Share of basic education expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.CPL\",\"World Bank: Capital share of basic education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.EFF.SHARE\",\"World Bank: Wastage Index (%), Basic Education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.EXE.TOT\",\"World Bank: Education budget execution rate, basic (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.GDP\",\"World Bank: Share of GDP for education expenditures on basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.GS.RCT\",\"World Bank: Share of basic education recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.BOARD\",\"World Bank: Household spending per student on room/board for basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.Q1\",\"World Bank: Private/Household spending on basic education, Quintile 1 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.Q2\",\"World Bank: Private/Household spending on basic education, Quintile 2 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.Q3\",\"World Bank: Private/Household spending on basic education, Quintile 3 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.Q4\",\"World Bank: Private/Household spending on basic education, Quintile 4 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.Q5\",\"World Bank: Private/Household spending on basic education, Quintile 5 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.TEXT\",\"World Bank: Household spending per student on textbooks for basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.TRNSPT\",\"World Bank: Household spending per student on transportation for basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.TUIT\",\"World Bank: Household spending per student on tuition for basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.HH.UNIF\",\"World Bank: Household spending per student on uniforms/clothing for basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.INSTRUCT\",\"World Bank: Total instructional hours in basic education (Grades 1-8) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PCR\",\"World Bank: Pupil/Classroom Ratio, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PPC\",\"World Bank: Pupils/Class, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PS.NONSAL\",\"World Bank: Per student non-salary spending, basic education (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PS.RCT\",\"World Bank: Recurrent expenditures per basic education student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PS.RCT.RATIO\",\"World Bank: Ratio of basic per capita/per student recurrent expenditures relative to primary education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PS.USD\",\"World Bank: Expenditures per student per year (in USD or local currency), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PSTF\",\"World Bank: Pupil/Total Staff Ratio, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.PTR\",\"World Bank: Pupil/Teacher Ratio, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QLT.Q1\",\"World Bank: Share of basic education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QLT.Q2\",\"World Bank: Share of basic education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QLT.Q3\",\"World Bank: Share of basic education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QLT.Q4\",\"World Bank: Share of basic education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QLT.Q5\",\"World Bank: Share of basic education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QTL.NP\",\"World Bank: Share of total basic education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QTL.POOR\",\"World Bank: Share of total basic education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.RCT\",\"World Bank: Recurrent share of basic education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SAL\",\"World Bank: Salaries' share of basic education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for basic education salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SAL.SHARE\",\"World Bank: Share of total salary expenditures for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SAL.TOT\",\"World Bank: Share of total education expenditures for basic education salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.SOR.GOV\",\"World Bank: Share of basic education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TEACH.SHARE\",\"World Bank: Share of teachers for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, basic education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TOT\",\"World Bank: Share of total education expenditure for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TOT.CPL\",\"World Bank: Capital share of total education expenditure (%), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TOTEXP\",\"World Bank: Total expenditures on basic education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.BAS.TRANSFER.RCT\",\"World Bank: Share of basic education recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EFF.GDP\",\"World Bank: Share of GDP lost through inefficiencies (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EFF.SUB.GDP\",\"World Bank: Share of GDP potentially saved with improved targeting of education subsidies (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EFF.SUB.USD\",\"World Bank: Total potential savings with improved targeting of government education subsidies (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EFF.TEACH.GDP\",\"World Bank: Share of GDP potentially saved with improved pupil/teacher ratios (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EFF.TEACH.USD\",\"World Bank: Total potential savings with improved pupil/teacher ratios (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EMPOLY.ED\",\"World Bank: Share of total national employment for the education sector (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ETH.PS.MAJ\",\"World Bank: Per student expenditure for majority ethnic group students, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ETH.PS.MIN\",\"World Bank: Per student expenditure for minority ethnic group students, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ETH.PTR.MAJ\",\"World Bank: Pupil/Teacher Ratio in majority ethnic group schools, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.ETH.PTR.MIN\",\"World Bank: Pupil/Teacher Ratio in minority ethnic group schools, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.EXE.GS.TOT\",\"World Bank: Goods and Services Execution Rate (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.FEED.PS.USD\",\"World Bank: Per student cost of school feeding programs (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GEO.PPS.RRL\",\"World Bank: Pupils/School in rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GEO.PPS.URB\",\"World Bank: Pupils/School in urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GEO.RRL.PS.HH\",\"World Bank: Household spending per student, rural areas (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GEO.URB.PS.HH\",\"World Bank: Household spending per student, urban areas (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GOV.SHARE.TOT\",\"World Bank: Share of total domestically-financed/government expenditures for education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.GS.TOT.SHARE\",\"World Bank: Share of total expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.MGT.SHARE\",\"World Bank: Share of total household education spending/school fees appropriated to provincial/regional/central government levels from the school level (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.P40.SHARE\",\"World Bank: Share of total household education expenditures for the poorest 40% \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.Q1.SHARE\",\"World Bank: Share of total household education expenditures for Quintile 1 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.Q2.SHARE\",\"World Bank: Share of total household education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.Q3.SHARE\",\"World Bank: Share of total household education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.Q4.SHARE\",\"World Bank: Share of total household education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.Q5.SHARE\",\"World Bank: Share of total household education expenditures for Quintile 5 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.R40.SHARE\",\"World Bank: Share of total household education expenditures for the richest 40% \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.HH.SAL.SHARE\",\"World Bank: Share of total household education spending for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.INTL.COMT.DISP\",\"World Bank: Share of international commitments for education disbursed to government (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.ADMIN\",\"World Bank: Share of junior secondary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.CPL\",\"World Bank: Capital share of junior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.EFF.REP.YEAR\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.GS.RCT\",\"World Bank: Share of junior secondary recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for junior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PCR\",\"World Bank: Pupil/Classroom Ratio, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PPC\",\"World Bank: Pupils/Class, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PS.NONSAL\",\"World Bank: Per student non-salary spending, junior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PS.PRIM\",\"World Bank: Ratio of expenditures per student, junior secondary to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PS.RCT\",\"World Bank: Recurrent expenditures per junior secondary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PS.USD\",\"World Bank: Expenditures per student per year in USD, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PSTF\",\"World Bank: Pupil/Total Staff Ratio, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.PTR\",\"World Bank: Pupil/Teacher Ratio, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QLT.Q1\",\"World Bank: Share of junior secondary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QLT.Q2\",\"World Bank: Share of junior secondary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QLT.Q3\",\"World Bank: Share of junior secondary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QLT.Q4\",\"World Bank: Share of junior secondary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QLT.Q5\",\"World Bank: Share of junior secondary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Junior Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Junior Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.RCT\",\"World Bank: Recurrent share of junior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL\",\"World Bank: Salaries' share of junior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for junior secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL.SHARE.RCT\",\"World Bank: Salaries' share of junior secondary recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL.TOT\",\"World Bank: Share of total education expenditures for junior secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SAL.USD\",\"World Bank: Average Annual Teacher Salary (in USD or local currency), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.SOR.GOV\",\"World Bank: Share of junior secondary education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TCH.HRS\",\"World Bank: Average annual teaching load, junior secondary (hours of instruction per year) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TEACH.SHARE\",\"World Bank: Share of teachers for junior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TOT\",\"World Bank: Share of total education expenditure for junior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TOTEXP\",\"World Bank: Total expenditures on junior secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TRANSFER.PS\",\"World Bank: Per student transfer by central to subnational government, junior secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.JR.TRANSFER.RCT\",\"World Bank: Share of junior secondary recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.AD.RCT\",\"World Bank: Share of total recurrent education expenditure for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.AD.SAL.SHARE\",\"World Bank: Share of total salary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.AD.TOT\",\"World Bank: Share of total education expenditure for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FEED.GDP\",\"World Bank: School Feeding Programs (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FEED.RCT\",\"World Bank: School Feeding Programs (% of total recurrent expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FEED.TOT\",\"World Bank: School Feeding Programs (% of total education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FEED.TOT.USD\",\"World Bank: Total expenditures on School Feeding Programs (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.JR\",\"World Bank: Share of recurrent junior secondary expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.LOAN.TER\",\"World Bank: Total Student Loans (USD or local currency). Tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.PRM\",\"World Bank: Share of recurrent primary education expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.RCT\",\"World Bank: Share of recurrent expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.SEC\",\"World Bank: Share of recurrent secondary expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.SR\",\"World Bank: Share of recurrent senior secondary expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TER\",\"World Bank: Share of recurrent tertiary expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TER.TOT\",\"World Bank: Share of total tertiary expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT\",\"World Bank: Share of total education spending for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.PRM\",\"World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.Q1\",\"World Bank: Share of scholarships/subsidy expenditures for Quintile 1 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.Q2\",\"World Bank: Share of scholarships/subsidy expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.Q3\",\"World Bank: Share of scholarships/subsidy expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.Q4\",\"World Bank: Share of scholarships/subsidy expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.Q5\",\"World Bank: Share of scholarships/subsidy expenditures for Quintile 5 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.SEC\",\"World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.SR\",\"World Bank: Share of scholarships/subsidy expenditures for senior secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.TER\",\"World Bank: Share of scholarships/subsidy expenditures for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.TER.LOC\",\"World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency). Tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.TOT.VOC\",\"World Bank: Share of scholarships/subsidy expenditures for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.USD\",\"World Bank: Total Expenditures on Scholarships/Student Financial Assistance (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.FIN.VOC.TOT\",\"World Bank: Share of total technical/vocational expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GDR.PRM\",\"World Bank: Expenditures on females (as a % for males), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GDR.SEC\",\"World Bank: Expenditures on females (as a % for males), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GDR.TER\",\"World Bank: Expenditures on females (as a % for males), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GDR.TOT\",\"World Bank: Expenditures on females (as a % for males) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL\",\"World Bank: Share of education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.JR\",\"World Bank: Share of junior secondary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.P40\",\"World Bank: Share of expenditures for the poorest 40%, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PCT\",\"World Bank: Pupil/Classroom Ratio, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PP\",\"World Bank: Share of pre-primary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PPC\",\"World Bank: Pupils/Class, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PRM\",\"World Bank: Share of primary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PRM.PER\",\"World Bank: Average expenditure per primary student, rural areas (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PSTF\",\"World Bank: Pupil/Total Staff Ratio, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.PTR\",\"World Bank: Pupil/Teacher Ratio, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.R40\",\"World Bank: Share of expenditures for the richest 40%, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.SEC\",\"World Bank: Share of secondary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.SEC.PS\",\"World Bank: Average expenditure per secondary student, rural areas (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.SR\",\"World Bank: Share of senior secondary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.TER\",\"World Bank: Share of tertiary education spending on rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RRL.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, rural areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RU.PRM\",\"World Bank: Ratio of rural/urban per capita expenditures, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.RU.SEC\",\"World Bank: Ratio of rural/urban per capita expenditures, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB\",\"World Bank: Share of education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.JR\",\"World Bank: Share of junior secondary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.P40\",\"World Bank: Share of expenditures for the poorest 40%, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PCR\",\"World Bank: Pupil/Classroom Ratio, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PP\",\"World Bank: Share of pre-primary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PPC\",\"World Bank: Pupils/Class, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PRM\",\"World Bank: Share of primary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PRM.PER\",\"World Bank: Average expenditure per primary student, urban areas (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PSTF\",\"World Bank: Pupil/Total Staff Ratio, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.PTR\",\"World Bank: Pupil/Teacher Ratio, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.R40\",\"World Bank: Share of expenditures for the richest 40%, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.SEC\",\"World Bank: Share of secondary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.SEC.PS\",\"World Bank: Average expenditure per secondary student, urban areas (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.SR\",\"World Bank: Share of senior secondary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.TER\",\"World Bank: Share of tertiary education spending on urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GEO.URB.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, urban areas \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.GOV.PRIV\",\"World Bank: Share of total public education expenditure for private institutions (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.ABS\",\"World Bank: Total education expenditure lost to HIV/AIDS related teacher absenteeism (USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.OVC.ENR\",\"World Bank: Total cost of enrolling HIV/AIDS orphans (in USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.OVC.PRM\",\"World Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per primary student (in USD) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.OVC.SEC\",\"World Bank: Orphans and Vulnerable Children (OVC) Cash Transfer to Schools per secondary student (in USD) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.OVC.TOT\",\"World Bank: Total Cash Transfers for Orphans and Vulnerable Children (OVCs) (in USD) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.SHARE\",\"World Bank: Share of total education expenditures for HIV/AIDS interventions (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.TOT\",\"World Bank: Share of total education expenditure lost due to HIV/AIDS (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.TT\",\"World Bank: Additional cost of teacher education due to HIV/AIDS (USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.HIV.USD\",\"World Bank: Total education expenditure lost to HIV/AIDS (USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.MAIN.RCT\",\"World Bank: Operations and Maintenance (% of recurrent education expenditure) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.MAIN.TOT\",\"World Bank: Operations and Maintenance (% of total education expenditure) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.PTXT\",\"World Bank: Pupil/Textbook Ratio \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.SPECIAL.SHARE\",\"World Bank: Share of total education expenditures for special education/disabilities (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TLM\",\"World Bank: Teaching/learning materials (% of total education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TLM.RCT\",\"World Bank: Teaching/learning materials (% of total recurrent education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.BAS\",\"World Bank: Per student transfer by central to subnational government, basic (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.GDP\",\"World Bank: Central Government Transfers for education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.OVERALL\",\"World Bank: Per student transfer by central to subnational government (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.PP\",\"World Bank: Per student transfer by central to subnational government, pre-primary (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.PRM\",\"World Bank: Per student transfer by central to subnational government, primary (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.RCT\",\"World Bank: Share of recurrent education expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.SEC\",\"World Bank: Per student transfer by central to subnational government, secondary (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.TER\",\"World Bank: Per student funding transfer by central government to tertiary institutions (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.TOT\",\"World Bank: Share of total central government transfers for education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.TOT.SHARE\",\"World Bank: Share of total education expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TRA.USD\",\"World Bank: Total Transfers (local currency or USD millions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TT.PRM\",\"World Bank: Ratio of expenditures per student, teacher training to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TT.RCT\",\"World Bank: Teacher Training (% of recurrent education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TT.TOT\",\"World Bank: Teacher Training (% of total education expenditure) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TXT.RCT\",\"World Bank: Textbooks (% of total recurrent education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.TXT.TOT\",\"World Bank: Textbooks (% of total education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.UTL.RCT\",\"World Bank: Utilities (% of recurrent education expenditure) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.OC.UTL.TOT\",\"World Bank: Utilities (% of total education expenditure) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PER.TEACH.SHARE\",\"World Bank: Share of teachers for primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.ADMIN\",\"World Bank: Share of pre-primary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.CAP.SHARE\",\"World Bank: Share of total capital education expenditure (%), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.CPL\",\"World Bank: Capital share of pre-primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.EXE.TOT\",\"World Bank: Education budget execution rate, pre-primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.GDP\",\"World Bank: Share of GDP for education expenditures on pre-primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for pre-primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PCR\",\"World Bank: Pupil/Classroom Ratio, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PPC\",\"World Bank: Pupils/Class, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PRIV\",\"World Bank: Share of pre-primary schools, privately managed (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PS.PRM\",\"World Bank: Ratio of expenditures per student, pre-primary to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PS.RCT\",\"World Bank: Recurrent expenditures per pre-primary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PS.RCT.RATIO\",\"World Bank: Ratio of pre-primary per capita/per student recurrent expenditures relative to primary education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PS.USD\",\"World Bank: Expenditures per student per year (in USD), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PSTF\",\"World Bank: Pupil/Total Staff Ratio, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PTR\",\"World Bank: Pupil/Teacher Ratio, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.PVT.FEE\",\"World Bank: Private institution fees, pre-primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Pre-Primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.Q1\",\"World Bank: Share of pre-primary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.Q2\",\"World Bank: Share of pre-primary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.Q3\",\"World Bank: Share of pre-primary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.Q4\",\"World Bank: Share of pre-primary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QLT.Q5\",\"World Bank: Share of pre-primary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QTL.NP\",\"World Bank: Share of total pre-primary education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QTL.POOR\",\"World Bank: Share of total pre-primary education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Pre-Primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.RCT\",\"World Bank: Recurrent share of pre-primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.SAL\",\"World Bank: Salaries' share of pre-primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for pre-primary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.SAL.TOT\",\"World Bank: Share of total education expenditures for pre-primary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.SAL.USD\",\"World Bank: Average Annual Teacher Salary in USD, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.SOR.GOV\",\"World Bank: Share of pre-primary education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.TEACH.SHARE\",\"World Bank: Share of teachers for pre-primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.TOT\",\"World Bank: Share of total education expenditure for pre-primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PP.TOTEXP\",\"World Bank: Total expenditures on pre-primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRIV.MANAGE\",\"World Bank: Share of secondary schools, privately managed (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.ADMIN\",\"World Bank: Share of primary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CIVIL.SAL\",\"World Bank: Civil Service Teachers, Annual Salary (in USD or local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CIVIL.SHARE\",\"World Bank: Civil Service Primary Teachers (% of total primary teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.COM.SAL\",\"World Bank: Community/Locally-Hired Teachers, Annual Salary (in USD or local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.COM.SHARE\",\"World Bank: Community/Locally-Hired Primary Teachers (% of total primary teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CONTRACT\",\"World Bank: Contract/Part-Time primary teachers (% of total teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CONTRACT.SAL\",\"World Bank: Contract Teachers, Annual Salary (in USD or local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CPL\",\"World Bank: Capital share of primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.DS.SHARE\",\"World Bank: Share of schools with double shifts (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.REP.YEAR\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.REP.YEAR.PUB\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary public schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.REP.YEAR.PVT\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, primary private schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.TCHRSUPPLY\",\"World Bank: Cost Burden of Teacher Oversupply (% of total education expenditures) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.TOT\",\"World Bank: Total Cost of Inefficiencies (USD or local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EFF.WASTAGE\",\"World Bank: Wastage Index (%), Total Primary Expenditures \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EXE.SAL\",\"World Bank: Salary execution rate (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.EXE.TOT\",\"World Bank: Education budget execution rate, primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.GDP\",\"World Bank: Share of GDP for education expenditures on primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.GS.RCT\",\"World Bank: Share of primary recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.BOARD\",\"World Bank: Household spending per student on room/board for primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.FEES.TOT\",\"World Bank: Total household spending on school fees, primary (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.TEXT\",\"World Bank: Household spending per student on textbooks for primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.TRNSPT\",\"World Bank: Household spending per student on transportation for primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.TUIT\",\"World Bank: Household spending per student on tuition for primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.HH.UNIF\",\"World Bank: Household spending per student on uniforms/clothing for primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PCR\",\"World Bank: Pupil/Classroom Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PNTR\",\"World Bank: Pupil/Administration (Non-Teaching) Staff Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PPC\",\"World Bank: Pupils/Class, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PPS\",\"World Bank: Pupils/School, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PPS.PRIV\",\"World Bank: Pupils/Private Primary School \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PPS.PUB\",\"World Bank: Pupils/Public Primary School \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PQTR\",\"World Bank: Pupils/Certified Teacher Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PRIV.PS\",\"World Bank: Per student expenditures in private primary institutions (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PS.NONSAL\",\"World Bank: Per student non-salary spending, primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PS.PUB\",\"World Bank: Per student expenditures in public primary institutions (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PS.USD\",\"World Bank: Expenditures per student per year (in USD), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PSTF\",\"World Bank: Pupil/Total Staff Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PTC.CIVIL\",\"World Bank: Pupil/Teacher Ratio for primary schools with Civil Service Teachers \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PTR\",\"World Bank: Pupil/Teacher Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PTR.CONTRACT\",\"World Bank: Pupil/Teacher Ratio for primary schools with Contract Teachers \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PTR.PRIV\",\"World Bank: Pupil/Teacher Ratio for Private Primary Schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PTR.PUBLIC\",\"World Bank: Pupil/Teacher Ratio for Public Primary Schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PVT.FEE\",\"World Bank: Private institution fees, primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.PVT.SHARE\",\"World Bank: Share of primary schools, privately managed (% of total schools) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QLT.Q1\",\"World Bank: Share of primary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QLT.Q2\",\"World Bank: Share of primary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QLT.Q3\",\"World Bank: Share of primary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QLT.Q4\",\"World Bank: Share of primary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QLT.Q5\",\"World Bank: Share of primary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QTL.NP\",\"World Bank: Share of total primary education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QTL.POOR\",\"World Bank: Share of total primary education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.RCT\",\"World Bank: Recurrent share of primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.RCT.GDP\",\"World Bank: Primary recurrent expenditures as a share of GDP (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.RCT.PS\",\"World Bank: Recurrent expenditures per primary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL\",\"World Bank: Salaries' share of primary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.LOC\",\"World Bank: Average Annual Teacher Salary in local currency, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.PS\",\"World Bank: Salary expenditures per primary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for primary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.SHARE\",\"World Bank: Share of total salary expenditures for primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.SHARE.RCT\",\"World Bank: Salaries' share of primary recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.TOT\",\"World Bank: Share of total education expenditures for primary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.SAL.USD\",\"World Bank: Average Annual Teacher Salary in USD, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TCH.HRS\",\"World Bank: Average annual teaching load, primary (hours of instruction per year) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TCH.JOB\",\"World Bank: Share of primary teachers holding more than one job (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TLM.PS\",\"World Bank: Per student expenditures on Teaching/learning materials, primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TOT\",\"World Bank: Share of total education expenditure for primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TOT.CPL\",\"World Bank: Capital share of total education expenditure (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TOTEXP\",\"World Bank: Total expenditures on primary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TRANSFER.RCT\",\"World Bank: Share of primary recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TS.SHARE\",\"World Bank: Share of schools with triple shifts (%), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.TTL.GOV\",\"World Bank: Share of total government expenditures (all sectors) for primary education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PRM.UTL.SHARE\",\"World Bank: Share of primary expenditures for utilities (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PVT.PRM.TOT\",\"World Bank: Share of total education expenditures for private primary schools (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PVT.SEC.TOT\",\"World Bank: Share of total education expenditures for private secondary schools (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.PVT.TER.TOT\",\"World Bank: Share of total education expenditures for private tertiary institutions (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.RRL.HH.SHARE\",\"World Bank: Share of total household expenditures for education, rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.RRL.HH.TOTSHARE\",\"World Bank: Share of total household education expenditures from rural areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.HOURLY\",\"World Bank: Average hourly wage for teachers (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.HR.WEEK\",\"World Bank: Teachers total working hours per week \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.MOE.MONTH\",\"World Bank: Average monthly education sector salary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.NOT\",\"World Bank: Share of teachers not on the government payroll (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.PRM.WEEK\",\"World Bank: Primary teachers total working hours per week \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.PUB\",\"World Bank: Average teacher salary in public schools (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.SEC.WEEK\",\"World Bank: Secondary teachers total working hours per week \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.TEACH.MONTH.USD\",\"World Bank: Average monthly teacher salary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SAL.TEACH.TOT.USD\",\"World Bank: Total teacher salary expenditures (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.ADMIN\",\"World Bank: Share of secondary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CIVIL.SAL\",\"World Bank: Civil Service Teachers, Annual Salary (in USD or local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CIVIL.SHARE\",\"World Bank: Civil Service Secondary Teachers (% of total secondary teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.COM.SAL\",\"World Bank: Community/Locally-Hired Teachers, Annual Salary (in USD or local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.COM.SHARE\",\"World Bank: Community/Locally-Hired Secondary Teachers (% of total secondary teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CONTRACT\",\"World Bank: Contract/Part-Time secondary teachers (% of total teachers) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CONTRACT.SAL\",\"World Bank: Contract Teachers, Annual Salary (in USD or local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CPL\",\"World Bank: Capital share of secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.DS.SHARE\",\"World Bank: Share of schools with double shifts (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EFF.REP.YEAR\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EFF.REP.YEAR.PUB\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary public schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EFF.REP.YEAR.PVT\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, secondary private schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EFF.TOT\",\"World Bank: Total Cost of Inefficiencies (USD or local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EXE.SAL\",\"World Bank: Salary execution rate (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.EXE.TOT\",\"World Bank: Education budget execution rate, secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.GDP\",\"World Bank: Share of GDP for education expenditures on secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.GS.RCT\",\"World Bank: Share of secondary recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.HH.BOARD\",\"World Bank: Household spending per student on room/board for secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.HH.TEXT\",\"World Bank: Household spending per student on textbooks for secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.HH.TRNSPT\",\"World Bank: Household spending per student on transportation for secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.HH.TUIT\",\"World Bank: Household spending per student on tuition for secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.HH.UNIF\",\"World Bank: Household spending per student on uniforms/clothing for secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PCR\",\"World Bank: Pupil/Classroom Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PPC\",\"World Bank: Pupils/Class, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PPS\",\"World Bank: Pupils/School, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PPS.PRIV\",\"World Bank: Pupils/Private Secondary School \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PPS.PUB\",\"World Bank: Pupils/Public Secondary School \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PQTR\",\"World Bank: Pupils/Certified Teacher Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PRIV.PS\",\"World Bank: Per student expenditures in private secondary institutions (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PRT.PRIV\",\"World Bank: Pupil/Teacher Ratio for Private Secondary Schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.NONSAL\",\"World Bank: Per student non-salary spending, secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.PRM\",\"World Bank: Ratio of expenditures per student, secondary to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.PUB\",\"World Bank: Per student expenditures in public secondary institutions (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.RCT.RATIO\",\"World Bank: Ratio of secondary per capita/per student recurrent expenditures relative to primary education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.TEXT\",\"World Bank: Per student expenditure on Teaching/learning materials, secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PS.USD\",\"World Bank: Expenditures per student per year (in USD), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PSTF\",\"World Bank: Pupil/Total Staff Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PTC.CIVIL\",\"World Bank: Pupil/Teacher Ratio for secondary schools with Civil Service Teachers \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PTR\",\"World Bank: Pupil/Teacher Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PTR.CONTRACT\",\"World Bank: Pupil/Teacher Ratio for secondary schools with Contract Teachers \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PTR.PUBLIC\",\"World Bank: Pupil/Teacher Ratio for Public Secondary Schools \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.PVT.FEE\",\"World Bank: Private institution fees, secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.NP\",\"World Bank: Share of total secondary education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.POOR\",\"World Bank: Share of total secondary education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.Q1\",\"World Bank: Share of secondary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.Q2\",\"World Bank: Share of secondary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.Q3\",\"World Bank: Share of secondary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.Q4\",\"World Bank: Share of secondary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.Q5\",\"World Bank: Share of secondary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.RCT\",\"World Bank: Recurrent share of secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.RCT.GDP\",\"World Bank: Secondary recurrent expenditures as a share of GDP (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.RCT.PS\",\"World Bank: Recurrent expenditures per secondary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL\",\"World Bank: Salaries' share of secondary education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.LOC\",\"World Bank: Average Annual Teacher Salary in local currency, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.PS\",\"World Bank: Salary expenditures per secondary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.SHARE\",\"World Bank: Share of total salary expenditures for secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.SHARE.RCT\",\"World Bank: Salaries' share of secondary recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.TOT\",\"World Bank: Share of total education expenditures for secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.SAL.USD\",\"World Bank: Average Annual Teacher Salary in USD, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TCH.HRS\",\"World Bank: Average annual teaching load, secondary (hours of instruction per year) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TCH.JOB\",\"World Bank: Share of secondary teachers holding more than one job (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TEACH.SHARE\",\"World Bank: Share of teachers for secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TOT\",\"World Bank: Share of total education expenditure for secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TOT.CPL\",\"World Bank: Capital share of total education expenditure (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TOTEXP\",\"World Bank: Total expenditures on secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TRANSFER.RCT\",\"World Bank: Share of secondary recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SEC.TS.SHARE\",\"World Bank: Share of schools with triple shifts (%), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.BAS.CTL\",\"World Bank: Share of basic education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.BAS.DIST\",\"World Bank: Share of basic education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.BAS.PROV\",\"World Bank: Share of basic education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.BAS\",\"World Bank: Share of total central government education expenditures for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.CAP\",\"World Bank: Share of central government education expenditures for capital (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.CPL\",\"World Bank: Central government share of education capital expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.JR\",\"World Bank: Share of total central government education expenditures for junior secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.PP\",\"World Bank: Share of total central government education expenditures for pre-primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.PRM\",\"World Bank: Share of total central government education expenditures for primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.RCT\",\"World Bank: Central government share of recurrent education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.RCT.SHARE\",\"World Bank: Share of central government education expenditures for recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.SAL\",\"World Bank: Central government share of education salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.SAL.SHARE\",\"World Bank: Share of central government education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.SEC\",\"World Bank: Share of total central government education expenditures for secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.SR\",\"World Bank: Share of total central government education expenditures for senior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TER\",\"World Bank: Share of total central government education expenditures for tertiary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT\",\"World Bank: Share of total central government spending for education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.BAS\",\"World Bank: Share of total education expenditures disbursed by the central government for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.PP\",\"World Bank: Share of total education expenditures disbursed by the central government for pre-primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.PRM\",\"World Bank: Share of total education expenditures disbursed by the central government for primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.SEC\",\"World Bank: Share of total education expenditures disbursed by the central government for secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.TER\",\"World Bank: Share of total education expenditures disbursed by the central government for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.TOT.VOC\",\"World Bank: Share of total education expenditures disbursed by the central government for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.CTL.VOC\",\"World Bank: Share of total central government education expenditures for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST\",\"World Bank: Share of total education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.BAS\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for basic education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.CTL\",\"World Bank: Share of total education expenditures disbursed by the central government (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.JR\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for junior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.LOC\",\"World Bank: Share of total education expenditures disbursed by district/municipal levels of government (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.PP\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for pre-primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.PRM\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.REG\",\"World Bank: Share of total education expenditures disbursed by provincial/state levels of government (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.REV\",\"World Bank: Share of total district/municipal government expenditures for the education sector (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.SEC\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.SR\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for senior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.SUB\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.TER\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.DIST.VOC\",\"World Bank: Share of total education expenditures disbursed by subnational levels of government for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.JR\",\"World Bank: Annual school fees per student, junior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.JR.SHARE\",\"World Bank: Share of total junior secondary education expenditures from parental contributions/school fees (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.PP.SHARE\",\"World Bank: Share of total pre-primary education expenditures from parental contributions/school fees (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.PRM\",\"World Bank: Annual school fees per student, primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.PRM.SHARE\",\"World Bank: Share of total expenditures on primary education recovered from school fees/household contributions (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.SEC\",\"World Bank: Annual school fees per student, secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.SEC.SHARE\",\"World Bank: Share of total expenditures on secondary education recovered from school fees/household expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.SR\",\"World Bank: Annual school fees per student, senior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.SR.SHARE\",\"World Bank: Share of total senior secondary education expenditures from parental contributions/school fees (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.TER\",\"World Bank: Annual tuition fees per student, tertiary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.TER.SHARE\",\"World Bank: Share of total cost of public tertiary education recovered from student fees (Cost Recovery %) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.FEE.TOT\",\"World Bank: Share of total education revenue from school fees (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.CPL\",\"World Bank: Capital expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.GDP\",\"World Bank: Total education expenditure from public sources (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.PRM\",\"World Bank: Share of primary expenditures from public/government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.PS.PRM\",\"World Bank: Government expenditures per primary student (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.PS.SEC\",\"World Bank: Government expenditures per secondary student (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.PS.TER\",\"World Bank: Government expenditures per tertiary student (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.PS.VOC\",\"World Bank: Government expenditures per technical/vocational education student (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.RCT\",\"World Bank: Recurrent expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.SEC\",\"World Bank: Share of secondary expenditures from public/government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.TER\",\"World Bank: Share of total tertiary education expenditures (% from public sources) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.TOT\",\"World Bank: Share of total education expenditure (% from public sources) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.TOT.CPL\",\"World Bank: Share of total capital expenditure on education (% from public sources) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.TOT.USD\",\"World Bank: Total Expenditures from Public/Government Sources (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.GOV.VOC\",\"World Bank: Share of technical/vocational expenditures from public/government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH\",\"World Bank: Household spending per student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.BAS\",\"World Bank: Household spending per student, basic (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.JR\",\"World Bank: Household spending per student, junior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.LOC\",\"World Bank: Total household spending on education (local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.P20.PRM\",\"World Bank: Share of total Private/Household spending on primary education for poorest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.P20.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for poorest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.P20.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for poorest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.P40\",\"World Bank: Private/Household spending on education, poorest 40% of students \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.PRM\",\"World Bank: Household spending per student, primary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q1\",\"World Bank: Private/Household spending on education, Quintile 1 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q1.PRM\",\"World Bank: Share of total Private/Household spending on primary education for Quintile 1 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q1.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for Quintile 1 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q1.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for Quintile 1 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q2\",\"World Bank: Private/Household spending on education, Quintile 2 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q2.PRM\",\"World Bank: Share of total Private/Household spending on primary education for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q2.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q2.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q3\",\"World Bank: Private/Household spending on education, Quintile 3 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q3.PRM\",\"World Bank: Share of total Private/Household spending on primary education for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q3.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q3.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q4\",\"World Bank: Private/Household spending on education, Quintile 4 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q4.PRM\",\"World Bank: Share of total Private/Household spending on primary education for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q4.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q4.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q5\",\"World Bank: Private/Household spending on education, Quintile 5 \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q5.PRM\",\"World Bank: Share of total Private/Household spending on primary education for Quintile 5 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q5.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for Quintile 5 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.Q5.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for Quintile 5 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.R20.PRM\",\"World Bank: Share of total Private/Household spending on primary education for richest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.R20.SEC\",\"World Bank: Share of total Private/Household spending on secondary education for richest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.R20.TER\",\"World Bank: Share of total Private/Household spending on tertiary education for richest 20% of students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.R40\",\"World Bank: Private/Household spending on education, richest 40% of students \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.SEC\",\"World Bank: Household spending per student, secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.SR\",\"World Bank: Household spending per student, senior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.TER\",\"World Bank: Household spending per student, tertiary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.TOT\",\"World Bank: Share of total education expenditure (% from parent/household contributions) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD\",\"World Bank: Total household spending on education (USD) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.BAS\",\"World Bank: Total household spending on education (USD), basic \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.JR\",\"World Bank: Total household spending on education (USD or local currency), junior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.PP\",\"World Bank: Total household spending on education (USD), pre-primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.PRM\",\"World Bank: Total household spending on education (USD or local currency), primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.SEC\",\"World Bank: Total household spending on education (USD or local currency), secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.SR\",\"World Bank: Total household spending on education (USD or local currency), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.HH.USD.TER\",\"World Bank: Total household spending on education (USD), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.BAS\",\"World Bank: Share of basic education expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.CPL\",\"World Bank: Share of total capital education expenditure from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.GDP\",\"World Bank: Total education expenditures from international sources as a % of GDP \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.JR\",\"World Bank: Share of junior secondary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.OFF\",\"World Bank: Off-budget international education spending, total (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.PP\",\"World Bank: Share of pre-primary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.PRM\",\"World Bank: Share of primary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.RCT\",\"World Bank: Recurrent expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.SEC\",\"World Bank: Share of secondary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.SR\",\"World Bank: Share of senior secondary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.TER\",\"World Bank: Share of tertiary expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.TOT\",\"World Bank: Share of total education expenditure from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.USD\",\"World Bank: Total education expenditures from international sources (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.ITL.VOC\",\"World Bank: Share of technical/vocational expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PP.CTL\",\"World Bank: Share of pre-primary education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PP.DIST\",\"World Bank: Share of pre-primary education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PP.PROV\",\"World Bank: Share of pre-primary education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PRM.CTL\",\"World Bank: Share of primary education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PRM.DIST\",\"World Bank: Share of primary education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PRM.PROV\",\"World Bank: Share of primary education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PROV\",\"World Bank: Share of total education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PROV.REV\",\"World Bank: Share of total provincial/state government expenditures for the education sector (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PRT.SEC\",\"World Bank: Secondary share of total private spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.GDP\",\"World Bank: Total private expenditure on education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.GDP.PP\",\"World Bank: Total private expenditure on pre-primary education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.GDP.PRM\",\"World Bank: Total private expenditure on primary education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.GDP.SEC\",\"World Bank: Total private expenditure on secondary education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.GDP.TER\",\"World Bank: Total private expenditure on tertiary education (% of GDP) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.JR\",\"World Bank: Junior secondary share of total private spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT\",\"World Bank: Share of household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.PRM\",\"World Bank: Share of household consumption for private expenditures on primary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.Q1\",\"World Bank: Share of Quintile 1 household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.Q2\",\"World Bank: Share of Quintile 2 household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.Q3\",\"World Bank: Share of Quintile 3 household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.Q4\",\"World Bank: Share of Quintile 4 household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.Q5\",\"World Bank: Share of Quintile 5 household consumption for private expenditures on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.SEC\",\"World Bank: Share of household consumption for private expenditures on secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PCT.TER\",\"World Bank: Share of household consumption for private expenditures on tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PP\",\"World Bank: Pre-primary share of total private spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.PRM\",\"World Bank: Primary share of total private spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.SR\",\"World Bank: Senior secondary share of total private spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.TER\",\"World Bank: Tertiary share of total private/household spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.TOT\",\"World Bank: Share of total education expenditure (% from private sources) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.PVT.VOC\",\"World Bank: Technical/Vocational share of total private/household spending on education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SEC.CTL\",\"World Bank: Share of secondary education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SEC.DIST\",\"World Bank: Share of secondary education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SEC.PROV\",\"World Bank: Share of secondary education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.BAS\",\"World Bank: Share of subnational education expenditures, basic (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.CAP\",\"World Bank: Share of subnational education expenditures for capital (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.CPL\",\"World Bank: Subnational government share of education capital expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.PP\",\"World Bank: Share of subnational education expenditures, pre-primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.PRM\",\"World Bank: Share of subnational education expenditures, primary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.RCT\",\"World Bank: Subnational government share of recurrent education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.RCT.SHARE\",\"World Bank: Share of subnational education expenditures for recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.REV\",\"World Bank: Share of total subnational government expenditures for the education sector (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.SAL\",\"World Bank: Subnational government share of salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.SAL.SHARE\",\"World Bank: Share of subnational education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.SEC\",\"World Bank: Share of subnational education expenditures, secondary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.STAFF\",\"World Bank: Share of total education staff employed at the subnational level (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.TER\",\"World Bank: Share of subnational education expenditures, tertiary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.SUB.VOC\",\"World Bank: Share of subnational education expenditures, technical/vocational (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.TER.CTL\",\"World Bank: Share of tertiary education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.TER.DIST\",\"World Bank: Share of tertiary education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.TER.PROV\",\"World Bank: Share of tertiary education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.TOT.CTL\",\"World Bank: Share of total education revenues from central sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.TOT.SUB\",\"World Bank: Share of total education revenues from subnational sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.VOC.CTL\",\"World Bank: Share of vocational education expenditures financed by central government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.VOC.DIST\",\"World Bank: Share of vocational education expenditures financed by district/municipal government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SOR.VOC.PROV\",\"World Bank: Share of vocational education expenditures financed by provincial/state government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SP.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for special education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SP.SAL\",\"World Bank: Average annual salary for special education teachers (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SP.SOR.GOV\",\"World Bank: Share of special education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SP.SOR.ITL\",\"World Bank: Share of special education expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.ADMIN\",\"World Bank: Share of senior secondary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.CPL\",\"World Bank: Capital share of senior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.EFF.REP.YEAR\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.GS.RCT\",\"World Bank: Share of senior secondary recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for senior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PCR\",\"World Bank: Pupil/Classroom Ratio, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PPC\",\"World Bank: Pupils/Class, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PS.NONSAL\",\"World Bank: Per student non-salary spending, senior secondary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PS.PRM\",\"World Bank: Ratio of expenditures per student, senior secondary to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PS.RCT\",\"World Bank: Recurrent expenditures per senior secondary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PS.USD\",\"World Bank: Expenditures per student per year (in USD), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PSTF\",\"World Bank: Pupil/Total Staff Ratio, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.PTR\",\"World Bank: Pupil/Teacher Ratio, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QLT.Q1\",\"World Bank: Share of senior secondary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QLT.Q2\",\"World Bank: Share of senior secondary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QLT.Q3\",\"World Bank: Share of senior secondary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QLT.Q4\",\"World Bank: Share of senior secondary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QLT.Q5\",\"World Bank: Share of senior secondary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Senior Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Senior Secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.RCT\",\"World Bank: Recurrent share of senior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL\",\"World Bank: Salaries' share of senior secondary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for senior secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL.SHARE.RCT\",\"World Bank: Salaries' share of senior secondary recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL.TOT\",\"World Bank: Share of total education expenditures for senior secondary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SAL.USD\",\"World Bank: Average Annual Teacher Salary in USD, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.SOR.GOV\",\"World Bank: Share of senior education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TCH.HRS\",\"World Bank: Average annual teaching load, senior secondary (hours of instruction per year) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TEACH.SHARE\",\"World Bank: Share of teachers for senior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, senior secondary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TOT\",\"World Bank: Share of total education expenditure for senior secondary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TOTEXP\",\"World Bank: Total expenditures on senior secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TRANSFER.PS\",\"World Bank: Per student transfer by central to subnational government, senior secondary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SR.TRANSFER.RCT\",\"World Bank: Share of senior secondary recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.DIST.CAP\",\"World Bank: Share of district/municipal education expenditures for capital (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.DIST.RCT\",\"World Bank: Share of district/municipal education expenditures for recurrent (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.DIST.SAL\",\"World Bank: Share of district/municipal education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.PROV.CAP\",\"World Bank: Share of provincial/state education expenditures for capital (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.PROV.RCT\",\"World Bank: Share of provincial/state education expenditures for recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.SUB.PROV.SAL\",\"World Bank: Share of provincial/state education expenditures for salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TEACH.RCT.PS\",\"World Bank: Recurrent expenditures per teacher education student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TEACH.SAL.PS\",\"World Bank: Salary expenditures per teacher education student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.ADMIN\",\"World Bank: Share of tertiary expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.CPL\",\"World Bank: Capital share of tertiary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EFF.REP\",\"World Bank: Repetition/Drop-out Inefficiency Cost, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EFF.REP.YEAR\",\"World Bank: Repetition/Dropout Inefficiency Annual Resource Input Ratio, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EXE.SAL\",\"World Bank: Salary execution rate (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.EXE.TOT\",\"World Bank: Education budget execution rate, tertiary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.FIN.PS\",\"World Bank: Average scholarship per student, tertiary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.FIN.STUDENTS\",\"World Bank: Share of tertiary students who receive financial assistance/loans (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.GDP\",\"World Bank: Share of GDP for education expenditures on tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.GS.RCT\",\"World Bank: Share of tertiary recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.HH.BOARD\",\"World Bank: Household spending per student on room/board for tertiary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.HH.TEXT\",\"World Bank: Household spending per student on textbooks for tertiary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.HH.TRNSPT\",\"World Bank: Household spending per student on transportation for tertiary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.HH.UNIF\",\"World Bank: Household spending per student on uniforms/clothing for tertiary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PCR\",\"World Bank: Pupil/Classroom Ratio, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.NONSAL\",\"World Bank: Per student non-salary spending, tertiary education (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.PRM\",\"World Bank: Ratio of expenditures per student, tertiary to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.RCT.RATIO\",\"World Bank: Ratio of tertiary per capita/per student recurrent expenditures relative to primary education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.TEXT\",\"World Bank: Per student expenditure on teaching/learning materials, tertiary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PS.USD\",\"World Bank: Expenditures per student per year (in USD), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PSTF\",\"World Bank: Pupil/Total Staff Ratio, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PTR\",\"World Bank: Pupil/Teacher Ratio, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PVT\",\"World Bank: Share of tertiary institutions, privately managed (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.PVT.FEE\",\"World Bank: Private institution fees, tertiary (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.NP\",\"World Bank: Share of total tertiary education expenditures for non-poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.POOR\",\"World Bank: Share of total tertiary education expenditures for poor students (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.Q1\",\"World Bank: Share of tertiary education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.Q2\",\"World Bank: Share of tertiary education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.Q3\",\"World Bank: Share of tertiary education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.Q4\",\"World Bank: Share of tertiary education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.Q5\",\"World Bank: Share of tertiary education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.RCT\",\"World Bank: Recurrent share of tertiary expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.RCT.GDP\",\"World Bank: Tertiary recurrent expenditures as a share of GDP (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.RCT.PS\",\"World Bank: Recurrent expenditures per tertiary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL\",\"World Bank: Salaries' share of tertiary education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.GDP\",\"World Bank: Ratio of Teacher Salaries to per capita GDP, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.PS\",\"World Bank: Salary expenditures per tertiary student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for tertiary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.SHARE\",\"World Bank: Share of total salary expenditures for tertiary (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.SHARE.RCT\",\"World Bank: Salaries' share of tertiary recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.TOT\",\"World Bank: Share of total education expenditures for tertiary salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SAL.USD\",\"World Bank: Average Annual Teacher Salary (in USD or local currency), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.SHARE.PRIV\",\"World Bank: Share of tertiary education expenditures for private institutions (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TEACH.SHARE\",\"World Bank: Share of teachers for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TEXT.RCT\",\"World Bank: Share of tertiary recurrent expenditures for teaching/learning materials (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TEXT.TOT\",\"World Bank: Share of tertiary expenditures for teaching/learning materials (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TOT\",\"World Bank: Share of total education expenditure for tertiary education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TOT.CPL\",\"World Bank: Capital share of total education expenditure (%), tertiary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TOTEXP\",\"World Bank: Total expenditures on tertiary education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TER.TRANSFER.RCT\",\"World Bank: Share of tertiary recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TEXT.TOT\",\"World Bank: Textbooks, Total Expenditures in USD or local currency \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TOT.EFF.TOT\",\"World Bank: Total Cost of Inefficiencies (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.CAP.SHARE\",\"World Bank: Share of total capital education expenditures (%), teacher training \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.EXE.CAP\",\"World Bank: Capital budget execution rate, Teacher Training (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.ITL.SHARE\",\"World Bank: Share of education expenditures from international sources for teacher training education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.OA.UNQUAL\",\"World Bank: Share of teachers who are uncertified (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.PRM.UNQUAL\",\"World Bank: Share of primary teachers who are uncertified (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), teacher training \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.PS.USD\",\"World Bank: Expenditures per student per year in USD, teacher training \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.SEC.UNQUAL\",\"World Bank: Share of secondary teachers who are uncertified (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.SOR.GOV\",\"World Bank: Share of teacher education expenditures from government sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.TT.SOR.ITL\",\"World Bank: Share of teacher education expenditures from international sources (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.URB.HH.SHARE\",\"World Bank: Share of total household expenditures for education, urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.URB.HH.TOTSHARE\",\"World Bank: Share of total household education expenditures from urban areas (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.ADMIN\",\"World Bank: Share of technical/vocational expenditures for administration (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.CPL\",\"World Bank: Capital share of technical/vocational expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.CPL.TOT\",\"World Bank: Share of total capital education expenditure (%), technical/vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.EXE.CPL\",\"World Bank: Capital education budget execution rate (%), technical/vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.EXE.RCT\",\"World Bank: Recurrent education budget execution rate (%), technical/vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.EXE.TOT\",\"World Bank: Education budget execution rate, technical/vocational (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.FIN.RCT.PCT\",\"World Bank: Share of recurrent technical/vocational expenditures for scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.FIN.STUDENTS\",\"World Bank: Share of Technical/Vocational students who received scholarships (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.GDP\",\"World Bank: Share of GDP for education expenditures on technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.GS.RCT\",\"World Bank: Share of technical/vocational education recurrent expenditures for goods and services (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.HH.PS\",\"World Bank: Household spending per student on technical/vocational education (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PCR\",\"World Bank: Pupil/Classroom Ratio, technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PPC\",\"World Bank: Pupils/Class, technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PS.GDP\",\"World Bank: Public education expenditure per student (% of GDP per capita), technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PS.NONSAL\",\"World Bank: Per student non-salary spending, technical/vocational education (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PS.PRM\",\"World Bank: Ratio of expenditures per student, technical/vocational to primary \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PS.USD\",\"World Bank: Expenditures per student per year (in USD/local currency), technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PSTF\",\"World Bank: Pupil/Total Staff Ratio, technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PTR\",\"World Bank: Pupil/Teacher Ratio, technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.PVT.FEE\",\"World Bank: Private institution fees, technical/vocational (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.P40\",\"World Bank: Share of education expenditures for the poorest 40% of students (%), Technical/Vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.Q1\",\"World Bank: Share of technical/vocational education expenditures for Quintile 1 (poorest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.Q2\",\"World Bank: Share of technical/vocational education expenditures for Quintile 2 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.Q3\",\"World Bank: Share of technical/vocational education expenditures for Quintile 3 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.Q4\",\"World Bank: Share of technical/vocational education expenditures for Quintile 4 (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.Q5\",\"World Bank: Share of technical/vocational education expenditures for Quintile 5 (richest) (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.QTL.R40\",\"World Bank: Share of education expenditures for the richest 40% of students (%), Technical/Vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.RCT\",\"World Bank: Recurrent share of technical/vocational expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.RCT.PS\",\"World Bank: Recurrent expenditures per technical/vocational student (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.RCT.TOT\",\"World Bank: Share of total recurrent education expenditure (%), technical/vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.SAL\",\"World Bank: Salaries' share of technical/vocational education expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.SAL.RCT\",\"World Bank: Share of recurrent education expenditures for technical/vocational salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.SAL.SHARE.RCT\",\"World Bank: Salaries' share of technical/vocational recurrent expenditures (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.SAL.SHARE.TOT\",\"World Bank: Share of total expenditures for technical/vocational salaries (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.SAL.USDLOC\",\"World Bank: Annual Teacher Salaries, technical/vocational education (in USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TEACH.SHARE\",\"World Bank: Share of teachers for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TNR\",\"World Bank: Teaching/Non-Teaching Staff Ratio, technical/vocational education \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TOT\",\"World Bank: Share of total education expenditure for technical/vocational education (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TOT.CPL\",\"World Bank: Capital share of total education expenditure (%), technical/vocational \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TOTEXP\",\"World Bank: Total expenditures on technical vocational education (USD or local currency) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"PER.VOC.TRANSFER.RCT\",\"World Bank: Share of technical/vocational education recurrent expenditures for transfers (%) \",\"Users should not compare this indicator data across countries because there is no standard method of calculation for the indicator in the database. For more information of the indicator data, visit EdStats website at http://datatopics.worldbank.org/education/edstatsHome.aspx, and refer to the document for the selected country. \",\"Education Statistics\",\"World Bank Public Expenditure Review Documents\"\n\"per_allsp.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_pop_preT_tot\",\"Adequacy of benefits (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_pop_rur\",\"Adequacy of benefits (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_pop_tot\",\"Adequacy of social protection and labor programs (% of total welfare of beneficiary households)\",\"Adequacy of social protection and labor programs (SPL) is measured by the total transfer amount received by the population participating in social insurance, social safety net, and unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Estimates include both direct and indirect beneficiaries.\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_pop_urb\",\"Adequacy of benefits (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_pop_preT_tot\",\"Average per capita transfer -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_pop_rur\",\"Average per capita transfer -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_pop_tot\",\"Average per capita transfer -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_pop_urb\",\"Average per capita transfer -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q1_rur\",\"Average per capita transfer held by poorest quintile -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q1_tot\",\"Average per capita transfer held by poorest quintile -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q1_urb\",\"Average per capita transfer held by poorest quintile -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q4_rur\",\"Average per capita transfer held by 4th quintile -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q4_tot\",\"Average per capita transfer held by 4th quintile -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q4_urb\",\"Average per capita transfer held by 4th quintile -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q5_rur\",\"Average per capita transfer held by richest quintile -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q5_tot\",\"Average per capita transfer held by richest quintile -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.avt_q5_urb\",\"Average per capita transfer held by richest quintile -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) -All Social Protection and Labor \",\"NULL\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) -All Social Protection and Labor \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) -All Social Protection and Labor -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) -All Social Protection and Labor (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q5_rur\",\"Benefits incidence in richest quintile (%) -All Social Protection and Labor -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_allsp.ben_q5_tot\",\"Benefits incidence in richest quintile (%) 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(preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_pop_rur\",\"Average per capita transfer - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_pop_tot\",\"Average per capita transfer - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_pop_urb\",\"Average per capita transfer - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - Active Labor Market (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - Active Labor Market (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - Active Labor Market (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile - Active Labor Market (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q4_rur\",\"Average per capita transfer held by 4th quintile - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q4_tot\",\"Average per capita transfer held by 4th quintile - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q4_urb\",\"Average per capita transfer held by 4th quintile - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile - Active Labor Market (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q5_rur\",\"Average per capita transfer held by richest quintile - Active Labor Market -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q5_tot\",\"Average per capita transfer held by richest quintile - Active Labor Market\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.avt_q5_urb\",\"Average per capita transfer held by richest quintile - Active Labor Market -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Active Labor Market\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - Active Labor Market -rural\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - Active Labor Market\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) - Active Labor Market -urban\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) - Active Labor Market -rural\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) - Active Labor Market\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) - Active Labor Market -urban\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - Active Labor Market -rural\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - Active Labor Market\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - Active Labor Market -urban\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) - Active Labor Market -rural\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) - Active Labor Market\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) - Active Labor Market -urban\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) - Active Labor Market (preT)\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q5_rur\",\"Benefits incidence in richest quintile (%) - Active Labor Market -rural\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q5_tot\",\"Benefits incidence in richest quintile (%) - Active Labor Market\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.ben_q5_urb\",\"Benefits incidence in richest quintile (%) - Active Labor Market -urban\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_ep_preT_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - Active Labor Market -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - Active Labor Market -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - Active Labor Market -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - Active Labor Market -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - Active Labor Market -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - Active Labor Market -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - Active Labor Market -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - Active Labor Market -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - Active Labor Market (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - Active Labor Market -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - Active Labor Market\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - Active Labor Market -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_ep_preT_tot\",\"Benefit-cost ratio - Active Labor Market -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_ep_tot\",\"Benefit-cost ratio - Active Labor Market -extreme poor (<$1.25 a day)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_q1_preT_tot\",\"Benefit-cost ratio - Active Labor Market -poorest quintile (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_q1_rur\",\"Benefit-cost ratio - Active Labor Market -poorest quintile -rural\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_q1_tot\",\"Benefit-cost ratio - Active Labor Market -poorest quintile\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cba_q1_urb\",\"Benefit-cost ratio - Active Labor Market - poorest quintile -urban\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_pop_preT_tot\",\"Coverage (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_pop_rur\",\"Coverage (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_pop_tot\",\"Coverage (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_pop_urb\",\"Coverage (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q1_rur\",\"Coverage in poorest quintile (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q1_tot\",\"Coverage in poorest quintile (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q1_urb\",\"Coverage in poorest quintile (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q2_rur\",\"Coverage in 2nd quintile (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q2_tot\",\"Coverage in 2nd quintile (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q2_urb\",\"Coverage in 2nd quintile (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q3_rur\",\"Coverage in 3rd quintile (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q3_tot\",\"Coverage in 3rd quintile (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q3_urb\",\"Coverage in 3rd quintile (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q4_rur\",\"Coverage in 4th quintile (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q4_tot\",\"Coverage in 4th quintile (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q4_urb\",\"Coverage in 4th quintile (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - Active Labor Market (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q5_rur\",\"Coverage in richest quintile (%) - Active Labor Market -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q5_tot\",\"Coverage in richest quintile (%) - Active Labor Market\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac.cov_q5_urb\",\"Coverage in richest quintile (%) - Active Labor Market -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_ep_preT_tot\",\"Gini inequality reduction (%) - Active Labor Market -extreme poor (<$1.25 a day) (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_ep_tot\",\"Gini inequality reduction (%) - Active Labor Market -extreme poor (<$1.25 a day)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_preT_tot\",\"Gini inequality reduction (%) - Active Labor Market -poorest quintile (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_rur\",\"Gini inequality reduction (%) - Active Labor Market -poorest quintile -rural\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_tot\",\"Gini inequality reduction (%) - Active Labor Market -poorest quintile\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_gini_urb\",\"Gini inequality reduction (%) - Active Labor Market - poorest quintile -urban\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - Active Labor Market -extreme poor (<$1.25 a day) (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_ep_tot\",\"Poverty Headcount reduction (%) - Active Labor Market -extreme poor (<$1.25 a day)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_preT_tot\",\"Poverty Headcount reduction (%) - Active Labor Market -poorest quintile (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_rur\",\"Poverty Headcount reduction (%) - Active Labor Market -poorest quintile -rural\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_tot\",\"Poverty Headcount reduction (%) - Active Labor Market -poorest quintile\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p0_urb\",\"Poverty Headcount reduction (%) - Active Labor Market - poorest quintile -urban\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - Active Labor Market -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_ep_tot\",\"Poverty Gap reduction (%) - Active Labor Market -extreme poor (<$1.25 a day)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_preT_tot\",\"Poverty Gap reduction (%) - Active Labor Market -poorest quintile (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_rur\",\"Poverty Gap reduction (%) - Active Labor Market -poorest quintile -rural\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_tot\",\"Poverty Gap reduction (%) - Active Labor Market -poorest quintile\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_ac_p1_urb\",\"Poverty Gap reduction (%) - Active Labor Market - poorest quintile -urban\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_lm_alllm.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_pop_preT_tot\",\"Adequacy of benefits (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_pop_rur\",\"Adequacy of benefits (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_pop_tot\",\"Adequacy of unemployment benefits and ALMP (% of total welfare of beneficiary households)\",\"Adequacy of unemployment benefits and active labor market programs (ALMP) is measured by the total transfer amount received by the population participating in unemployment benefits and active labor market programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Unemployment benefits and active labor market programs include unemployment compensation, severance pay, and early retirement due to labor market reasons, labor market services (intermediation), training (vocational, life skills, and cash for training), job rotation and job sharing, employment incentives and wage subsidies, supported employment and rehabilitation, and employment measures for the disabled. Estimates include both direct and indirect beneficiaries.\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_pop_urb\",\"Adequacy of benefits (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_pop_preT_tot\",\"Average per capita transfer - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_pop_rur\",\"Average per capita transfer - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_pop_tot\",\"Average per capita transfer - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_pop_urb\",\"Average per capita transfer - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q4_rur\",\"Average per capita transfer held by 4th quintile - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q4_tot\",\"Average per capita transfer held by 4th quintile - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q4_urb\",\"Average per capita transfer held by 4th quintile - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q5_rur\",\"Average per capita transfer held by richest quintile - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q5_tot\",\"Average per capita transfer held by richest quintile - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.avt_q5_urb\",\"Average per capita transfer held by richest quintile - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - All Labor Market \",\"NULL\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q5_rur\",\"Benefits incidence in richest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q5_tot\",\"Benefits incidence in richest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.ben_q5_urb\",\"Benefits incidence in richest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_ep_preT_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_ep_preT_tot\",\"Benefit-cost ratio - All Labor Market -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_ep_tot\",\"Benefit-cost ratio - All Labor Market -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_q1_preT_tot\",\"Benefit-cost ratio - All Labor Market -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_q1_rur\",\"Benefit-cost ratio - All Labor Market -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_q1_tot\",\"Benefit-cost ratio - All Labor Market -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cba_q1_urb\",\"Benefit-cost ratio - All Labor Market - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_pop_preT_tot\",\"Coverage (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_pop_rur\",\"Coverage (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_pop_tot\",\"Coverage (%) - All Labor Market \",\"NULL\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_pop_urb\",\"Coverage (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - All Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_q1_rur\",\"Coverage in poorest quintile (%) - All Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_q1_tot\",\"Coverage in poorest quintile (%) - All Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_alllm.cov_q1_urb\",\"Coverage in poorest quintile (%) - All Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity 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(preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.avt_pop_preT_tot\",\"Average per capita transfer - Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.avt_pop_rur\",\"Average per capita transfer - Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.avt_pop_tot\",\"Average per capita transfer - Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.avt_pop_urb\",\"Average per 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Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cba_ep_preT_tot\",\"Benefit-cost ratio - Labor Market -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cba_ep_tot\",\"Benefit-cost ratio - Labor Market -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cba_q1_preT_tot\",\"Benefit-cost ratio - Labor Market -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cba_q1_rur\",\"Benefit-cost ratio - Labor Market -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cba_q1_tot\",\"Benefit-cost ratio - 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(ASPIRE)\"\n\"per_lm_ub.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cov_q4_rur\",\"Coverage in 4th quintile (%) - Labor Market -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cov_q4_tot\",\"Coverage in 4th quintile (%) - Labor Market \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cov_q4_urb\",\"Coverage in 4th quintile (%) - Labor Market -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - Labor Market (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and 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Headcount reduction (%) - Labor Market -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub_p0_ep_tot\",\"Poverty Headcount reduction (%) - Labor Market -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub_p0_preT_tot\",\"Poverty Headcount reduction (%) - Labor Market -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub_p0_rur\",\"Poverty Headcount reduction (%) - Labor Market -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_lm_ub_p0_tot\",\"Poverty Headcount reduction (%) - Labor Market -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas 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programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_pop_preT_tot\",\"Average per capita transfer - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_pop_rur\",\"Average per capita transfer - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_pop_tot\",\"Average per capita transfer - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_pop_urb\",\"Average per capita transfer - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q4_rur\",\"Average per capita transfer held by 4th quintile - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q4_tot\",\"Average per capita transfer held by 4th quintile - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q4_urb\",\"Average per capita transfer held by 4th quintile - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile - Domestic Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q5_rur\",\"Average per capita transfer held by richest quintile - Domestic Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q5_tot\",\"Average per capita transfer held by richest quintile - Domestic Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.avt_q5_urb\",\"Average per capita transfer held by richest quintile - Domestic Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - Domestic Private Transfers\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) - Domestic Private Transfers\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - Domestic Private Transfers\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) - Domestic Private Transfers -rural\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) - Domestic Private Transfers\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) - Domestic Private Transfers -urban\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q5_rur\",\"Benefits incidence in richest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q5_tot\",\"Benefits incidence in richest quintile (%) - Domestic Private Transfers\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.ben_q5_urb\",\"Benefits incidence in richest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_ep_preT_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - Domestic Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - Domestic Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_ep_preT_tot\",\"Benefit-cost ratio - Domestic Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_ep_tot\",\"Benefit-cost ratio - Domestic Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_q1_preT_tot\",\"Benefit-cost ratio - Domestic Private Transfers -poorest quintile (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_q1_rur\",\"Benefit-cost ratio - Domestic Private Transfers -poorest quintile -rural\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_q1_tot\",\"Benefit-cost ratio - Domestic Private Transfers -poorest quintile\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cba_q1_urb\",\"Benefit-cost ratio - Domestic Private Transfers - poorest quintile -urban\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_pop_preT_tot\",\"Coverage (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_pop_rur\",\"Coverage (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_pop_tot\",\"Coverage (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_pop_urb\",\"Coverage (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q1_rur\",\"Coverage in poorest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q1_tot\",\"Coverage in poorest quintile (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q1_urb\",\"Coverage in poorest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q2_rur\",\"Coverage in 2nd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q2_tot\",\"Coverage in 2nd quintile (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q2_urb\",\"Coverage in 2nd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q3_rur\",\"Coverage in 3rd quintile (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q3_tot\",\"Coverage in 3rd quintile (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q3_urb\",\"Coverage in 3rd quintile (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q4_rur\",\"Coverage in 4th quintile (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q4_tot\",\"Coverage in 4th quintile (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q4_urb\",\"Coverage in 4th quintile (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - Domestic Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q5_rur\",\"Coverage in richest quintile (%) - Domestic Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q5_tot\",\"Coverage in richest quintile (%) - Domestic Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp.cov_q5_urb\",\"Coverage in richest quintile (%) - Domestic Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_ep_preT_tot\",\"Gini inequality reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_ep_tot\",\"Gini inequality reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_preT_tot\",\"Gini inequality reduction (%) - Domestic Private Transfers -poorest quintile (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_rur\",\"Gini inequality reduction (%) - Domestic Private Transfers -poorest quintile -rural\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_tot\",\"Gini inequality reduction (%) - Domestic Private Transfers -poorest quintile\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_gini_urb\",\"Gini inequality reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_ep_tot\",\"Poverty Headcount reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_preT_tot\",\"Poverty Headcount reduction (%) - Domestic Private Transfers -poorest quintile (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_rur\",\"Poverty Headcount reduction (%) - Domestic Private Transfers -poorest quintile -rural\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_tot\",\"Poverty Headcount reduction (%) - Domestic Private Transfers -poorest quintile\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p0_urb\",\"Poverty Headcount reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_ep_tot\",\"Poverty Gap reduction (%) - Domestic Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_preT_tot\",\"Poverty Gap reduction (%) - Domestic Private Transfers -poorest quintile (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_rur\",\"Poverty Gap reduction (%) - Domestic Private Transfers -poorest quintile -rural\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_tot\",\"Poverty Gap reduction (%) - Domestic Private Transfers -poorest quintile\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_dp_p1_urb\",\"Poverty Gap reduction (%) - Domestic Private Transfers - poorest quintile -urban\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_pop_preT_tot\",\"Adequacy of benefits (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_pop_rur\",\"Adequacy of benefits (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_pop_tot\",\"Adequacy of benefits (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_pop_urb\",\"Adequacy of benefits (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) - International Private Transfers (preT)\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) - International Private Transfers -rural\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) - International Private Transfers\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - International Private Transfers -urban\",\"Total transfer amount received by all beneficiaries in a population group as a share of the total welfare of beneficiaries in that group\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_pop_preT_tot\",\"Average per capita transfer - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_pop_rur\",\"Average per capita transfer - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_pop_tot\",\"Average per capita transfer - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_pop_urb\",\"Average per capita transfer - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q4_rur\",\"Average per capita transfer held by 4th quintile - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q4_tot\",\"Average per capita transfer held by 4th quintile - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q4_urb\",\"Average per capita transfer held by 4th quintile - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile - International Private Transfers (preT)\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q5_rur\",\"Average per capita transfer held by richest quintile - International Private Transfers -rural\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q5_tot\",\"Average per capita transfer held by richest quintile - International Private Transfers\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.avt_q5_urb\",\"Average per capita transfer held by richest quintile - International Private Transfers -urban\",\"Average transfer amount of Social Protection and Labor programs among program beneficiaries (per capita, daily $ppp)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"Percentage of benefits going to the extreme poor (those below $125 a day) relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - International Private Transfers -rural\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - International Private Transfers\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) - International Private Transfers -urban\",\"Percentage of benefits going to the poorest quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) - International Private Transfers -rural\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) - International Private Transfers\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) - International Private Transfers -urban\",\"Percentage of benefits going to the second quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - International Private Transfers -rural\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - International Private Transfers\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - International Private Transfers -urban\",\"Percentage of benefits going to the third quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) - International Private Transfers -rural\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) - International Private Transfers\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) - International Private Transfers -urban\",\"Percentage of benefits going to the fourth quintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) - International Private Transfers (preT)\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q5_rur\",\"Benefits incidence in richest quintile (%) - International Private Transfers -rural\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q5_tot\",\"Benefits incidence in richest quintile (%) - International Private Transfers\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.ben_q5_urb\",\"Benefits incidence in richest quintile (%) - International Private Transfers -urban\",\"Percentage of benefits going to the richestquintile relative to the total benefits going to the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_ep_preT_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - International Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - International Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - International Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - International Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - International Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - International Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - International Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - International Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - International Private Transfers (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - International Private Transfers -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - International Private Transfers\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - International Private Transfers -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_ep_preT_tot\",\"Benefit-cost ratio - International Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_ep_tot\",\"Benefit-cost ratio - International Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_q1_preT_tot\",\"Benefit-cost ratio - International Private Transfers -poorest quintile (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_q1_rur\",\"Benefit-cost ratio - International Private Transfers -poorest quintile -rural\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_q1_tot\",\"Benefit-cost ratio - International Private Transfers -poorest quintile\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cba_q1_urb\",\"Benefit-cost ratio - International Private Transfers - poorest quintile -urban\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_pop_preT_tot\",\"Coverage (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_pop_rur\",\"Coverage (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_pop_tot\",\"Coverage (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_pop_urb\",\"Coverage (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q1_rur\",\"Coverage in poorest quintile (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q1_tot\",\"Coverage in poorest quintile (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q1_urb\",\"Coverage in poorest quintile (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q2_rur\",\"Coverage in 2nd quintile (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q2_tot\",\"Coverage in 2nd quintile (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q2_urb\",\"Coverage in 2nd quintile (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q3_rur\",\"Coverage in 3rd quintile (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q3_tot\",\"Coverage in 3rd quintile (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q3_urb\",\"Coverage in 3rd quintile (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q4_rur\",\"Coverage in 4th quintile (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q4_tot\",\"Coverage in 4th quintile (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q4_urb\",\"Coverage in 4th quintile (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - International Private Transfers (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q5_rur\",\"Coverage in richest quintile (%) - International Private Transfers -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q5_tot\",\"Coverage in richest quintile (%) - International Private Transfers\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip.cov_q5_urb\",\"Coverage in richest quintile (%) - International Private Transfers -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_ep_preT_tot\",\"Gini inequality reduction (%) - International Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_ep_tot\",\"Gini inequality reduction (%) - International Private Transfers -extreme poor (<$1.25 a day)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_preT_tot\",\"Gini inequality reduction (%) - International Private Transfers -poorest quintile (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_rur\",\"Gini inequality reduction (%) - International Private Transfers -poorest quintile -rural\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_tot\",\"Gini inequality reduction (%) - International Private Transfers -poorest quintile\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_gini_urb\",\"Gini inequality reduction (%) - International Private Transfers - poorest quintile -urban\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - International Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_ep_tot\",\"Poverty Headcount reduction (%) - International Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_preT_tot\",\"Poverty Headcount reduction (%) - International Private Transfers -poorest quintile (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_rur\",\"Poverty Headcount reduction (%) - International Private Transfers -poorest quintile -rural\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_tot\",\"Poverty Headcount reduction (%) - International Private Transfers -poorest quintile\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p0_urb\",\"Poverty Headcount reduction (%) - International Private Transfers - poorest quintile -urban\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - International Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_ep_tot\",\"Poverty Gap reduction (%) - International Private Transfers -extreme poor (<$1.25 a day)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_preT_tot\",\"Poverty Gap reduction (%) - International Private Transfers -poorest quintile (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_rur\",\"Poverty Gap reduction (%) - International Private Transfers -poorest quintile -rural\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_tot\",\"Poverty Gap reduction (%) - International Private Transfers -poorest quintile\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_pr_ip_p1_urb\",\"Poverty Gap reduction (%) - International Private Transfers - poorest quintile -urban\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_rem.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_pop_preT_tot\",\"Adequacy of benefits (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_pop_rur\",\"Adequacy of benefits (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_pop_tot\",\"Adequacy of benefits (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_pop_urb\",\"Adequacy of benefits (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_pop_preT_tot\",\"Average per capita transfer - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_pop_rur\",\"Average per capita transfer - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_pop_tot\",\"Average per capita transfer - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_pop_urb\",\"Average per capita transfer - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q4_preT_tot\",\"Average per capita transfer held by 4th quintile - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q4_rur\",\"Average per capita transfer held by 4th quintile - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q4_tot\",\"Average per capita transfer held by 4th quintile - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q4_urb\",\"Average per capita transfer held by 4th quintile - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q5_preT_tot\",\"Average per capita transfer held by richest quintile - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q5_rur\",\"Average per capita transfer held by richest quintile - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q5_tot\",\"Average per capita transfer held by richest quintile - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.avt_q5_urb\",\"Average per capita transfer held by richest quintile - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_ep_preT_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q1_urb\",\"Benefits incidence in poorest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q2_preT_tot\",\"Benefits incidence in 2nd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q2_rur\",\"Benefits incidence in 2nd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q2_tot\",\"Benefits incidence in 2nd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q2_urb\",\"Benefits incidence in 2nd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q4_preT_tot\",\"Benefits incidence in 4th quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q4_rur\",\"Benefits incidence in 4th quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q4_tot\",\"Benefits incidence in 4th quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q4_urb\",\"Benefits incidence in 4th quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q5_preT_tot\",\"Benefits incidence in richest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q5_rur\",\"Benefits incidence in richest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q5_tot\",\"Benefits incidence in richest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.ben_q5_urb\",\"Benefits incidence in richest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_ep_preT_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_ep_preT_tot\",\"Benefit-cost ratio - Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_ep_tot\",\"Benefit-cost ratio - Private Transfers -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_q1_preT_tot\",\"Benefit-cost ratio - Private Transfers -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_q1_rur\",\"Benefit-cost ratio - Private Transfers -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_q1_tot\",\"Benefit-cost ratio - Private Transfers -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cba_q1_urb\",\"Benefit-cost ratio - Private Transfers - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_pop_preT_tot\",\"Coverage (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_pop_rur\",\"Coverage (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_pop_tot\",\"Coverage (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_pop_urb\",\"Coverage (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q1_rur\",\"Coverage in poorest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q1_tot\",\"Coverage in poorest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q1_urb\",\"Coverage in poorest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q2_rur\",\"Coverage in 2nd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q2_tot\",\"Coverage in 2nd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q2_urb\",\"Coverage in 2nd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q3_rur\",\"Coverage in 3rd quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q3_tot\",\"Coverage in 3rd quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q3_urb\",\"Coverage in 3rd quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q4_rur\",\"Coverage in 4th quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q4_tot\",\"Coverage in 4th quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q4_urb\",\"Coverage in 4th quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - Private Transfers (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q5_rur\",\"Coverage in richest quintile (%) - Private Transfers -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q5_tot\",\"Coverage in richest quintile (%) - Private Transfers \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem.cov_q5_urb\",\"Coverage in richest quintile (%) - Private Transfers -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_ep_preT_tot\",\"Gini inequality reduction (%) - Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_ep_tot\",\"Gini inequality reduction (%) - Private Transfers -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_preT_tot\",\"Gini inequality reduction (%) - Private Transfers -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_rur\",\"Gini inequality reduction (%) - Private Transfers -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_tot\",\"Gini inequality reduction (%) - Private Transfers -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_gini_urb\",\"Gini inequality reduction (%) - Private Transfers - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_ep_tot\",\"Poverty Headcount reduction (%) - Private Transfers -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_preT_tot\",\"Poverty Headcount reduction (%) - Private Transfers -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_rur\",\"Poverty Headcount reduction (%) - Private Transfers -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_tot\",\"Poverty Headcount reduction (%) - Private Transfers -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p0_urb\",\"Poverty Headcount reduction (%) - Private Transfers - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - Private Transfers -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_ep_tot\",\"Poverty Gap reduction (%) - Private Transfers -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_preT_tot\",\"Poverty Gap reduction (%) - Private Transfers -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_rur\",\"Poverty Gap reduction (%) - Private Transfers -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_tot\",\"Poverty Gap reduction (%) - Private Transfers -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_rem_p1_urb\",\"Poverty Gap reduction (%) - Private Transfers - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_pop_preT_tot\",\"Adequacy of benefits (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_pop_rur\",\"Adequacy of benefits (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_pop_tot\",\"Adequacy of social safety net programs (% of total welfare of beneficiary households)\",\"Adequacy of social safety net programs is measured by the total transfer amount received by the population participating in social safety net programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social safety net programs include cash transfers and last resort programs, noncontributory social pensions, other cash transfers programs (child, family and orphan allowances, birth and death grants, disability benefits, and other allowances), conditional cash transfers, in-kind food transfers (food stamps and vouchers, food rations, supplementary feeding, and emergency food distribution), school feeding, other social assistance programs (housing allowances, scholarships, fee waivers, health subsidies, and other social assistance) and public works programs (cash for work and food for work). Estimates include both direct and indirect beneficiaries.\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_pop_urb\",\"Adequacy of benefits (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_pop_preT_tot\",\"Average per capita transfer - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_pop_rur\",\"Average per capita transfer - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_pop_tot\",\"Average per capita transfer - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_pop_urb\",\"Average per capita transfer - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - All Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - All Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - All Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - All Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_allsa.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - All Social Assistance -urban\",\"NULL\",\"Global 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(preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_ep_tot\",\"Benefits incidence in extreme poor (<$1.25 a day) (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q1_preT_tot\",\"Benefits incidence in poorest quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q1_rur\",\"Benefits incidence in poorest quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q1_tot\",\"Benefits incidence in poorest quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators 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Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q3_preT_tot\",\"Benefits incidence in 3rd quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q3_rur\",\"Benefits incidence in 3rd quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q3_tot\",\"Benefits incidence in 3rd quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.ben_q3_urb\",\"Benefits incidence in 3rd quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: 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Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_ep_tot\",\"Beneficiary incidence in extreme poor (<$1.25 a day) (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q1_preT_tot\",\"Beneficiary incidence in poorest quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q1_rur\",\"Beneficiary incidence in poorest quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q1_tot\",\"Beneficiary incidence in poorest quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q1_urb\",\"Beneficiary incidence in poorest quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q2_preT_tot\",\"Beneficiary incidence in 2nd quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q2_rur\",\"Beneficiary incidence in 2nd quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q2_tot\",\"Beneficiary incidence in 2nd quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q2_urb\",\"Beneficiary incidence in 2nd quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q3_preT_tot\",\"Beneficiary incidence in 3rd quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q3_rur\",\"Beneficiary incidence in 3rd quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q3_tot\",\"Beneficiary incidence in 3rd quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q3_urb\",\"Beneficiary incidence in 3rd quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q4_preT_tot\",\"Beneficiary incidence in 4th quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q4_rur\",\"Beneficiary incidence in 4th quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_ep_preT_tot\",\"Benefit-cost ratio - Other Social Assistance -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_ep_tot\",\"Benefit-cost ratio - Other Social Assistance -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_q1_preT_tot\",\"Benefit-cost ratio - Other Social Assistance -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_q1_rur\",\"Benefit-cost ratio - Other Social Assistance -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_q1_tot\",\"Benefit-cost ratio - Other Social Assistance -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cba_q1_urb\",\"Benefit-cost ratio - Other Social Assistance - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_pop_preT_tot\",\"Coverage (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_pop_rur\",\"Coverage (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social 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Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q1_urb\",\"Coverage in poorest quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q2_rur\",\"Coverage in 2nd quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q2_tot\",\"Coverage in 2nd quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q2_urb\",\"Coverage in 2nd quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - Other Social Assistance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q3_rur\",\"Coverage in 3rd quintile (%) - Other Social Assistance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q3_tot\",\"Coverage in 3rd quintile (%) - Other Social Assistance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sa_osa.cov_q3_urb\",\"Coverage in 3rd quintile (%) - Other Social Assistance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas 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beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q4_tot\",\"Beneficiary incidence in 4th quintile (%) - Subsidies\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q4_urb\",\"Beneficiary incidence in 4th quintile (%) - Subsidies -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q5_preT_tot\",\"Beneficiary incidence in richest quintile (%) - Subsidies (preT)\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q5_rur\",\"Beneficiary incidence in richest quintile (%) - Subsidies -rural\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q5_tot\",\"Beneficiary incidence in richest quintile (%) - Subsidies\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.bry_q5_urb\",\"Beneficiary incidence in richest quintile (%) - Subsidies -urban\",\"Percentage of program beneficiaries in a quintile relative to the total number of beneficiaries in the population\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_ep_preT_tot\",\"Benefit-cost ratio - Subsidies -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_ep_tot\",\"Benefit-cost ratio - Subsidies -extreme poor (<$1.25 a day)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_q1_preT_tot\",\"Benefit-cost ratio - Subsidies -poorest quintile (preT)\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_q1_rur\",\"Benefit-cost ratio - Subsidies -poorest quintile -rural\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_q1_tot\",\"Benefit-cost ratio - Subsidies -poorest quintile\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cba_q1_urb\",\"Benefit-cost ratio - Subsidies - poorest quintile -urban\",\"Poverty gap reduction obtained for each $1 spent in SPL programs (%)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_ep_preT_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_pop_preT_tot\",\"Coverage (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_pop_rur\",\"Coverage (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_pop_tot\",\"Coverage (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_pop_urb\",\"Coverage (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q1_preT_tot\",\"Coverage in poorest quintile (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q1_rur\",\"Coverage in poorest quintile (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q1_tot\",\"Coverage in poorest quintile (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q1_urb\",\"Coverage in poorest quintile (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q2_preT_tot\",\"Coverage in 2nd quintile (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q2_rur\",\"Coverage in 2nd quintile (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q2_tot\",\"Coverage in 2nd quintile (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q2_urb\",\"Coverage in 2nd quintile (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q3_preT_tot\",\"Coverage in 3rd quintile (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q3_rur\",\"Coverage in 3rd quintile (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q3_tot\",\"Coverage in 3rd quintile (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q3_urb\",\"Coverage in 3rd quintile (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q4_preT_tot\",\"Coverage in 4th quintile (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q4_rur\",\"Coverage in 4th quintile (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q4_tot\",\"Coverage in 4th quintile (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q4_urb\",\"Coverage in 4th quintile (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q5_preT_tot\",\"Coverage in richest quintile (%) - Subsidies (preT)\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q5_rur\",\"Coverage in richest quintile (%) - Subsidies -rural\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q5_tot\",\"Coverage in richest quintile (%) - Subsidies\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su.cov_q5_urb\",\"Coverage in richest quintile (%) - Subsidies -urban\",\"Percentage of population participating in Social Protection and Labor programs (includes direct and indirect beneficiaries)\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_ep_preT_tot\",\"Gini inequality reduction (%) - Subsidies -extreme poor (<$1.25 a day) (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_ep_tot\",\"Gini inequality reduction (%) - Subsidies -extreme poor (<$1.25 a day)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_preT_tot\",\"Gini inequality reduction (%) - Subsidies -poorest quintile (preT)\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_rur\",\"Gini inequality reduction (%) - Subsidies -poorest quintile -rural\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_tot\",\"Gini inequality reduction (%) - Subsidies -poorest quintile\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_gini_urb\",\"Gini inequality reduction (%) - Subsidies - poorest quintile -urban\",\"Gini inequality index reduction due to SPL programs as % of pre-transfer Gini index\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - Subsidies -extreme poor (<$1.25 a day) (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_ep_tot\",\"Poverty Headcount reduction (%) - Subsidies -extreme poor (<$1.25 a day)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_preT_tot\",\"Poverty Headcount reduction (%) - Subsidies -poorest quintile (preT)\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_rur\",\"Poverty Headcount reduction (%) - Subsidies -poorest quintile -rural\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_tot\",\"Poverty Headcount reduction (%) - Subsidies -poorest quintile\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p0_urb\",\"Poverty Headcount reduction (%) - Subsidies - poorest quintile -urban\",\"Poverty headcount reduction due to SPL programs as % of pre-transfer poverty headcount\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - Subsidies -extreme poor (<$1.25 a day) (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_ep_tot\",\"Poverty Gap reduction (%) - Subsidies -extreme poor (<$1.25 a day)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_preT_tot\",\"Poverty Gap reduction (%) - Subsidies -poorest quintile (preT)\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_rur\",\"Poverty Gap reduction (%) - Subsidies -poorest quintile -rural\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_tot\",\"Poverty Gap reduction (%) - Subsidies -poorest quintile\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_sa_su_p1_urb\",\"Poverty Gap reduction (%) - Subsidies - poorest quintile -urban\",\"Poverty gap reduction due to SPL programs as % of pre-transfer poverty gap\",\"Global Social Protection\",\"ASPIRE\"\n\"per_saonl.overlap_ep_preT_tot\",\"Population in extreme poor (<$1.25 a day) only receiving All Social Assistance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_ep_tot\",\"Population in extreme poor (<$1.25 a day) only receiving All Social Assistance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_pop_preT_tot\",\"Population only receiving All Social Assistance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_pop_rur\",\"Population only receiving All Social Assistance (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_pop_tot\",\"Population only receiving All Social Assistance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_pop_urb\",\"Population only receiving All Social Assistance (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_q1_preT_tot\",\"Population in the poorest quintile only receiving All Social Assistance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_q1_rur\",\"Population in the poorest quintile only receiving All Social Assistance (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_q1_tot\",\"Population in the poorest quintile only receiving All Social Assistance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saonl.overlap_q1_urb\",\"Population in the poorest quintile only receiving All Social Assistance (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_ep_preT_tot\",\"Population in extreme poor (<$1.25 a day) receiving Social Assistance and Other (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_ep_tot\",\"Population in extreme poor (<$1.25 a day) receiving Social Assistance and Other (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_pop_preT_tot\",\"Population receiving Social Assistance and Other (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_pop_rur\",\"Population receiving Social Assistance and Other (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_pop_tot\",\"Population receiving Social Assistance and Other (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_pop_urb\",\"Population receiving Social Assistance and Other (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_q1_preT_tot\",\"Population in the poorest quintile receiving Social Assistance and Other (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_q1_rur\",\"Population in the poorest quintile receiving Social Assistance and Other (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_q1_tot\",\"Population in the poorest quintile receiving Social Assistance and Other (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_saoth.overlap_q1_urb\",\"Population in the poorest quintile receiving Social Assistance and Other (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_ep_preT_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_ep_tot\",\"Adequacy of benefits in extreme poor (<$1.25 a day) (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_pop_preT_tot\",\"Adequacy of benefits (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_pop_rur\",\"Adequacy of benefits (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_pop_tot\",\"Adequacy of social insurance programs (% of total welfare of beneficiary households)\",\"Adequacy of social insurance programs is measured by the total transfer amount received by the population participating in social insurance programs as a share of their total welfare. Welfare is defined as the total income or total expenditure of beneficiary households. Social insurance programs include old age contributory pensions (including survivors and disability) and social security and health insurance benefits (including occupational injury benefits, paid sick leave, maternity and other social insurance). Estimates include both direct and indirect beneficiaries.\",\"World Development Indicators\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_pop_urb\",\"Adequacy of benefits (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q1_preT_tot\",\"Adequacy of benefits in poorest quintile (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q1_rur\",\"Adequacy of benefits in poorest quintile (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q1_tot\",\"Adequacy of benefits in poorest quintile (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q1_urb\",\"Adequacy of benefits in poorest quintile (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q2_preT_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q2_rur\",\"Adequacy of benefits in 2nd quintile (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q2_tot\",\"Adequacy of benefits in 2nd quintile (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q2_urb\",\"Adequacy of benefits in 2nd quintile (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q3_preT_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q3_rur\",\"Adequacy of benefits in 3rd quintile (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q3_tot\",\"Adequacy of benefits in 3rd quintile (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q3_urb\",\"Adequacy of benefits in 3rd quintile (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q4_preT_tot\",\"Adequacy of benefits in 4th quintile (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q4_rur\",\"Adequacy of benefits in 4th quintile (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q4_tot\",\"Adequacy of benefits in 4th quintile (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q4_urb\",\"Adequacy of benefits in 4th quintile (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q5_preT_tot\",\"Adequacy of benefits in richest quintile (%) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q5_rur\",\"Adequacy of benefits in richest quintile (%) - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q5_tot\",\"Adequacy of benefits in richest quintile (%) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_pop_preT_tot\",\"Average per capita transfer - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_pop_rur\",\"Average per capita transfer - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_pop_tot\",\"Average per capita transfer - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_pop_urb\",\"Average per capita transfer - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q1_preT_tot\",\"Average per capita transfer held by poorest quintile - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q1_rur\",\"Average per capita transfer held by poorest quintile - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q1_tot\",\"Average per capita transfer held by poorest quintile - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q1_urb\",\"Average per capita transfer held by poorest quintile - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q2_preT_tot\",\"Average per capita transfer held by 2nd quintile - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q2_rur\",\"Average per capita transfer held by 2nd quintile - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q2_tot\",\"Average per capita transfer held by 2nd quintile - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q2_urb\",\"Average per capita transfer held by 2nd quintile - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q3_preT_tot\",\"Average per capita transfer held by 3rd quintile - All Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q3_rur\",\"Average per capita transfer held by 3rd quintile - All Social Insurance -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q3_tot\",\"Average per capita transfer held by 3rd quintile - All Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_allsi.avt_q3_urb\",\"Average per capita transfer held by 3rd quintile - All Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social 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Old Age Contributory (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa.cov_ep_tot\",\"Coverage in extreme poor (<$1.25 a day) (%) - Old Age Contributory \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa.cov_pop_preT_tot\",\"Coverage (%) - Old Age Contributory (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa.cov_pop_rur\",\"Coverage (%) - Old Age Contributory -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa.cov_pop_tot\",\"Coverage (%) - Old Age Contributory \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa.cov_pop_urb\",\"Coverage (%) - Old Age 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Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_gini_rur\",\"Gini inequality reduction (%) - Old Age Contributory -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_gini_tot\",\"Gini inequality reduction (%) - Old Age Contributory -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_gini_urb\",\"Gini inequality reduction (%) - Old Age Contributory - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_ep_preT_tot\",\"Poverty Headcount reduction (%) - Old Age Contributory -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_ep_tot\",\"Poverty Headcount reduction (%) - Old Age Contributory -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_preT_tot\",\"Poverty Headcount reduction (%) - Old Age Contributory -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_rur\",\"Poverty Headcount reduction (%) - Old Age Contributory -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_tot\",\"Poverty Headcount reduction (%) - Old Age Contributory -poorest quintile\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p0_urb\",\"Poverty Headcount reduction (%) - Old Age Contributory - poorest quintile -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p1_ep_preT_tot\",\"Poverty Gap reduction (%) - Old Age Contributory -extreme poor (<$1.25 a day) (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p1_ep_tot\",\"Poverty Gap reduction (%) - Old Age Contributory -extreme poor (<$1.25 a day)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p1_preT_tot\",\"Poverty Gap reduction (%) - Old Age Contributory -poorest quintile (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_oa_p1_rur\",\"Poverty Gap reduction (%) - Old Age Contributory -poorest quintile -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social 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Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_ss.adq_q5_urb\",\"Adequacy of benefits in richest quintile (%) - Other Social Insurance -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_ss.avt_ep_preT_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - Other Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_ss.avt_ep_tot\",\"Average per capita transfer held by extreme poor (<$1.25 a day) - Other Social Insurance \",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_si_ss.avt_pop_preT_tot\",\"Average per capita transfer - Other Social Insurance (preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of 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(ASPIRE)\"\n\"per_silm.overlap_pop_rur\",\"Population receiving All Social Insurance and Labor Market (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_pop_tot\",\"Population receiving All Social Insurance and Labor Market (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_pop_urb\",\"Population receiving All Social Insurance and Labor Market (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_q1_preT_tot\",\"Population in the poorest quintile receiving All Social Insurance and Labor Market (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_q1_rur\",\"Population in the poorest quintile receiving All Social Insurance and Labor Market (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_q1_tot\",\"Population in the poorest quintile receiving All Social Insurance and Labor Market (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_silm.overlap_q1_urb\",\"Population in the poorest quintile receiving All Social Insurance and Labor Market (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_ep_preT_tot\",\"Population in extreme poor (<$1.25 a day) only receiving All Social Insurance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_ep_tot\",\"Population in extreme poor (<$1.25 a day) only receiving All Social Insurance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_pop_preT_tot\",\"Population only receiving All Social Insurance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_pop_rur\",\"Population only receiving All Social Insurance (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_pop_tot\",\"Population only receiving All Social Insurance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_pop_urb\",\"Population only receiving All Social Insurance (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_q1_preT_tot\",\"Population in the poorest quintile only receiving All Social Insurance (%, preT)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_q1_rur\",\"Population in the poorest quintile only receiving All Social Insurance (%) -rural\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_q1_tot\",\"Population in the poorest quintile only receiving All Social Insurance (%)\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"per_sionl.overlap_q1_urb\",\"Population in the poorest quintile only receiving All Social Insurance (%) -urban\",\"NULL\",\"Global Social Protection\",\"The Atlas of Social Protection: Indicators of Resilience and Equity (ASPIRE)\"\n\"PHOSROCK\",\"Phosphate rock, $/mt, current$\",\"Phosphate rock (Morocco), 70% BPL, contract, f.a.s. Casablanca\",\"Global Economic Monitor (GEM) Commodities\",\"Fertilizer Week; Fertilizer International; World Bank.\"\n\"PLATINUM\",\"Platinum, $/toz, nominal$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"PLMKRNL_OIL\",\"Palmkernal oil, $/mt, current$\",\"Palmkernel Oil (Malaysia), c.I.f. Rotterdam\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"PLYWOOD\",\"Plywood, cents/sheets, current$\",\"Plywood (Africa and Southeast Asia), Lauan, 3-ply, extra, 91 cm x 182 cm x 4 mm, wholesale price, spot Tokyo\",\"Global Economic Monitor (GEM) Commodities\",\"Japan Lumber Journal; International Tropical Timber Organization; Nikkei Newsletter on Commodities; World Bank.\"\n\"POTASH\",\"Potassium Chloride, $/mt, current$\",\"Potassium chloride (muriate of potash), standard grade, spot, f.o.b. Vancouver\",\"Global Economic Monitor (GEM) Commodities\",\"Fertilizer Week; Fertilizer International; World Bank.\"\n\"PRJ.ATT.1519.1.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.1.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.1.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.2.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.2.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.2.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.3.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.3.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.3.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.4.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.4.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.4.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.NED.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.NED.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.NED.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.S1.FE\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.S1.MA\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.1519.S1.MF\",\"Projection: Percentage of the population age 15-19 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.1.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.1.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.1.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.2.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.2.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.2.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.3.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.3.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.3.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.4.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.4.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.4.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.NED.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.NED.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.NED.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.S1.FE\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.S1.MA\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.15UP.S1.MF\",\"Projection: Percentage of the population age 15+ by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.1.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.1.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.1.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.2.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.2.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.2.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.3.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.3.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.3.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.4.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.4.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.4.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.NED.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.NED.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.NED.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.S1.FE\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.S1.MA\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2024.S1.MF\",\"Projection: Percentage of the population age 20-24 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.1.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.1.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.1.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.2.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.2.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.2.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.3.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.3.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.3.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.4.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.4.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.4.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.NED.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.NED.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.NED.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.S1.FE\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.S1.MA\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2039.S1.MF\",\"Projection: Percentage of the population age 20-39 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.1.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.1.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.1.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.2.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.2.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.2.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.3.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.3.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.3.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.4.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.4.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.4.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.NED.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.NED.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.NED.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.S1.FE\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.S1.MA\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2064.S1.MF\",\"Projection: Percentage of the population age 20-64 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.1.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.1.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.1.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.2.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.2.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.2.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.3.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.3.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.3.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.4.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.4.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.4.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.NED.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.NED.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.NED.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.S1.FE\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.S1.MA\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.2529.S1.MF\",\"Projection: Percentage of the population age 25-29 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.1.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.1.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.1.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.2.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.2.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.2.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.3.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.3.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.3.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.4.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.4.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.4.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.NED.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.NED.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.NED.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.S1.FE\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.S1.MA\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.25UP.S1.MF\",\"Projection: Percentage of the population age 25+ by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.1.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.1.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.1.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.2.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.2.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.2.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.3.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.3.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.3.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.4.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.4.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.4.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.NED.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.NED.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.NED.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.S1.FE\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.S1.MA\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.4064.S1.MF\",\"Projection: Percentage of the population age 40-64 by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.1.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.1.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.1.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.2.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.2.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.2.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.3.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.3.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.3.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.4.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.4.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.4.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.NED.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.NED.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.NED.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.S1.FE\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.S1.MA\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.60UP.S1.MF\",\"Projection: Percentage of the population age 60+ by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.1.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.1.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.1.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.2.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.2.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.2.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.3.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.3.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.3.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.4.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.4.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.4.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.NED.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.NED.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.NED.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.S1.FE\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.S1.MA\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.80UP.S1.MF\",\"Projection: Percentage of the population age 80+ by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.1.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. Primary. Female\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.1.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. Primary. Male\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.1.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. Primary. Total\",\"Share of the population of the stated age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.2.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Female\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.2.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Male\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.2.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. Lower Secondary. Total\",\"Share of the population of the stated age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.3.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Female\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.3.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Male\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.3.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. Upper Secondary. Total\",\"Share of the population of the stated age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.4.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Female\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.4.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Male\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.4.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. Post Secondary. Total\",\"Share of the population of the stated age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.NED.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. No Education. Female\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.NED.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. No Education. Male\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.NED.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. No Education. Total\",\"Share of the population of the stated age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.S1.FE\",\"Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Female\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.S1.MA\",\"Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Male\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.ATT.ALL.S1.MF\",\"Projection: Percentage of the total population by highest level of educational attainment. Incomplete Primary. Total\",\"Share of the population of the stated age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.0T19.FE\",\"Projection: Mean years of schooling. Age 0-19. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.0T19.MA\",\"Projection: Mean years of schooling. Age 0-19. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.0T19.MF\",\"Projection: Mean years of schooling. Age 0-19. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.1519.FE\",\"Projection: Mean years of schooling. Age 15-19. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.1519.MA\",\"Projection: Mean years of schooling. Age 15-19. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.1519.MF\",\"Projection: Mean years of schooling. Age 15-19. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.15UP.FE\",\"Projection: Mean years of schooling. Age 15+. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.15UP.GPI\",\"Projection: Mean Years of Schooling. Age 15+. Gender Gap\",\"The difference between male and female mean number of years spent in school by age group. It is calculated by subtracting the female value from the male value. Data can be negative if the mean years of schooling for females is higher than for males. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.15UP.MA\",\"Projection: Mean years of schooling. Age 15+. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.15UP.MF\",\"Projection: Mean years of schooling. Age 15+. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2024.FE\",\"Projection: Mean years of schooling. Age 20-24. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2024.MA\",\"Projection: Mean years of schooling. Age 20-24. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2024.MF\",\"Projection: Mean years of schooling. Age 20-24. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2039.FE\",\"Projection: Mean years of schooling. Age 20-39. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2039.MA\",\"Projection: Mean years of schooling. Age 20-39. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2039.MF\",\"Projection: Mean years of schooling. Age 20-39. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2064.FE\",\"Projection: Mean years of schooling. Age 20-64. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2064.MA\",\"Projection: Mean years of schooling. Age 20-64. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2064.MF\",\"Projection: Mean years of schooling. Age 20-64. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2529.FE\",\"Projection: Mean years of schooling. Age 25-29. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2529.MA\",\"Projection: Mean years of schooling. Age 25-29. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.2529.MF\",\"Projection: Mean years of schooling. Age 25-29. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.25UP.FE\",\"Projection: Mean years of schooling. Age 25+. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.25UP.GPI\",\"Projection: Mean Years of Schooling. Age 25+. Gender Gap\",\"The difference between male and female mean number of years spent in school by age group. It is calculated by subtracting the female value from the male value. Data can be negative if the mean years of schooling for females is higher than for males. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.25UP.MA\",\"Projection: Mean years of schooling. Age 25+. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.25UP.MF\",\"Projection: Mean years of schooling. Age 25+. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.4064.FE\",\"Projection: Mean years of schooling. Age 40-64. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.4064.MA\",\"Projection: Mean years of schooling. Age 40-64. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.4064.MF\",\"Projection: Mean years of schooling. Age 40-64. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.60UP.FE\",\"Projection: Mean years of schooling. Age 60+. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.60UP.MA\",\"Projection: Mean years of schooling. Age 60+. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.60UP.MF\",\"Projection: Mean years of schooling. Age 60+. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.65UP.FE\",\"Projection: Mean years of schooling. Age 65+. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.65UP.MA\",\"Projection: Mean years of schooling. Age 65+. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.65UP.MF\",\"Projection: Mean years of schooling. Age 65+. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.80UP.FE\",\"Projection: Mean years of schooling. Age 80+. Female\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.80UP.MA\",\"Projection: Mean years of schooling. Age 80+. Male\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.MYS.80UP.MF\",\"Projection: Mean years of schooling. Age 80+. Total\",\"Mean number of years spent in school by age group and gender. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.1.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Female\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.1.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Male\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.1.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Primary. Total\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.2.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Female\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.2.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Male\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.2.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Lower Secondary. Total\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.3.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Female\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.3.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Male\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.3.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Upper Secondary. Total\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.4.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Female\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.4.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Male\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.4.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Post Secondary. Total\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.NED.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Female\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.NED.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Male\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.NED.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. No Education. Total\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.S1.FE\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Female\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.S1.MA\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Male\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.1519.S1.MF\",\"Projection: Population age 15-19 in thousands by highest level of educational attainment. Incomplete Primary. Total\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.1.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Female\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.1.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Male\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.1.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Primary. Total\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.2.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Female\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.2.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Male\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.2.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Lower Secondary. Total\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.3.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Female\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.3.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Male\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.3.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Upper Secondary. Total\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.4.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Female\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.4.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Male\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.4.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Post Secondary. Total\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.NED.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Female\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.NED.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Male\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.NED.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. No Education. Total\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.S1.FE\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Female\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.S1.MA\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Male\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2024.S1.MF\",\"Projection: Population age 20-24 in thousands by highest level of educational attainment. Incomplete Primary. Total\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.1.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Female\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.1.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Male\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.1.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Primary. Total\",\"Total population in thousands in the specified age group that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.2.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Female\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.2.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Male\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.2.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Lower Secondary. Total\",\"Total population in thousands in the specified age group that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.3.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Female\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.3.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Male\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.3.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Upper Secondary. Total\",\"Total population in thousands in the specified age group that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.4.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Female\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.4.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Male\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.4.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Post Secondary. Total\",\"Total population in thousands in the specified age group that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.NED.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Female\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.NED.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Male\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.NED.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. No Education. Total\",\"Total population in thousands in the specified age group that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.S1.FE\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Female\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.S1.MA\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Male\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.2529.S1.MF\",\"Projection: Population age 25-29 in thousands by highest level of educational attainment. Incomplete Primary. Total\",\"Total population in thousands in the specified age group that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.1.FE\",\"Projection: Population in thousands by highest level of educational attainment. Primary. Female\",\"Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.1.MA\",\"Projection: Population in thousands by highest level of educational attainment. Primary. Male\",\"Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.1.MF\",\"Projection: Population in thousands by highest level of educational attainment. Primary. Total\",\"Total population in thousands that has completed primary education or incomplete lower secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.2.FE\",\"Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Female\",\"Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.2.MA\",\"Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Male\",\"Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.2.MF\",\"Projection: Population in thousands by highest level of educational attainment. Lower Secondary. Total\",\"Total population in thousands that has completed lower secondary or incomplete upper secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.3.FE\",\"Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Female\",\"Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.3.MA\",\"Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Male\",\"Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.3.MF\",\"Projection: Population in thousands by highest level of educational attainment. Upper Secondary. Total\",\"Total population in thousands that has completed upper secondary or incomplete post-secondary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.4.FE\",\"Projection: Population in thousands by highest level of educational attainment. Post Secondary. Female\",\"Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.4.MA\",\"Projection: Population in thousands by highest level of educational attainment. Post Secondary. Male\",\"Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.4.MF\",\"Projection: Population in thousands by highest level of educational attainment. Post Secondary. Total\",\"Total population in thousands that has completed post-secondary or tertiary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.NED.FE\",\"Projection: Population in thousands by highest level of educational attainment. No Education. Female\",\"Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.NED.MA\",\"Projection: Population in thousands by highest level of educational attainment. No Education. Male\",\"Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.NED.MF\",\"Projection: Population in thousands by highest level of educational attainment. No Education. Total\",\"Total population in thousands that has never attended school. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.S1.FE\",\"Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Female\",\"Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.S1.MA\",\"Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Male\",\"Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRJ.POP.ALL.S1.MF\",\"Projection: Population in thousands by highest level of educational attainment. Incomplete Primary. Total\",\"Total population in thousands that has pre-primary education or incomplete primary education as the highest level of educational attainment. Projections are based on collected census and survey data for the base year (around 2010) and the Medium Shared Socioeconomic Pathways (SSP2) projection model. The SSP2 is a middle-of-the-road scenario that combines medium fertility with medium mortality, medium migration, and the Global Education Trend (GET) education scenario. For more information and other projection models, consult the Wittgenstein Centre for Demography and Global Human Capital's website: http://www.oeaw.ac.at/vid/dataexplorer/\",\"Education Statistics\",\"Wittgenstein Centre for Demography and Global Human Capital: http://www.oeaw.ac.at/vid/dataexplorer/\"\n\"PRT.PDCL.IND1.IDX\",\"PDI-1 Country with operational national development strategies (rating)\",\"Country's national development strategy is linked to medium-term expenditure framework and reflected in annual budgets. The degree to which governments take the lead in co-ordinating aid-funded activities is the subject of a specific commitment in the Paris Declaration. It is also a variable that seems to be subject to significant changes over time. Another dimension of ownership is the degree to which countries have development strategies that are clear and well operationalised, so that development efforts are effective and there is a robust basis for the alignment of aid with country policies. This is based on the World Bank's Results-Based National Development Strategies: Assessment and Challenges Ahead Report. Categorical where \\\"A\\\" assigned a value of 1; \\\"B\\\" assigned a value of 2; \\\"C\\\" assigned a value of 3; \\\"D\\\" assigned a value of 4; \\\"E\\\" assigned a value of 5; and \\\"N/A\\\" assigned a value of 6. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND10A.ALLD.ZS\",\"PDI-10a Donor missions co-ordinated (percent)\",\"Encourage shared analysis on field missions work including diagnostic reviews that are joint. Donor co-ordinated missions focuses only on the proportion of (i) missions undertaken jointly by two or more donors, or (ii) missions undertaken by one donor on behalf of another (delegated co-operation). Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND10B.ALLD.ZS\",\"PDI-10b Country-analysis co-ordinated (percent)\",\"Encourage shared analysis on country analytic work including diagnostic reviews that are joint. (i) Country analytic work undertaken by one or more donors jointly; (ii) Country analytic work undertaken by one donor on behalf of another donor (including work undertaken by one and/or used by another when it is co-financed and formally acknowledged in official documentation); (iii) Country analytic work undertaken with substantive involvement from government. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND11.IDX\",\"PDI-11 Existence of a monitorable performance assessment framework (rating)\",\"Transparent and monitorable performance assessment frameworks to assess progress against (a) national development strategies and (b) sector programmes. Categorical where \\\"A\\\" assigned a value of 1; \\\"B\\\" assigned a value of 2; \\\"C\\\" assigned a value of 3; \\\"D\\\" assigned a value of 4; \\\"E\\\" assigned a value of 5; and \\\"N/A\\\" assigned a value of 6. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND12.IDX\",\"PDI-12 Existence of a mutual accountability review (rating)\",\"The concept of mutual accountability is an important innovation of the Paris Declaration. It develops the idea that aid is more effective when both donors and partner governments are accountable to their respective publics for the use of resources to achieve development results, and when they are also accountable to each other. The specific focus of the agreed indicator (Indicator 12) is on mutual accountability for the implementation of the Partnership Commitments included in the Declaration and any local agreements on enhancing aid effectiveness. Specifically, the country survey returns tell us whether there exists a mechanism for mutual review of progress on aid\",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND2A.IDX\",\"PDI-2a Country financial management systems reliability (rating)\",\"This rating is the World Bank's annual Country Policy and Institutional Assessment ratings (CPIA sub-component 13) for the quality of budgetary and financial management. This scale runs from 1 to 5 with 1 the worst and 5 the best. The focus is on the degree to which existing systems adhere to broadly accepted good practices or there is a reform programme in place to promote improved practices. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND2B.IDX\",\"PDI-2b Country procurement systems reliability (rating)\",\"The focus is on the degree to which existing systems adhere to broadly accepted good practices or there is a reform programme in place to promote improved practices. Reliable procurement systems are based on the common benchmarking and assessment methodology for public procurement systems developed and piloted by the Joint Venture on Procurement. Categorical where \\\"A\\\" assigned a value of 1; \\\"B\\\" assigned a value of 2; \\\"C\\\" assigned a value of 3; \\\"D\\\" assigned a value of 4; \\\"E\\\" assigned a value of 5; and \\\"N/A\\\" assigned a value of 6. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND3.ALLD.ZS\",\"PDI-3 Government budget estimates comprehensive and realistic (percent)\",\"The objective of this indicator is to improve transparency and accountability by encouraging partner countries and donors to accurately record aid as much as possible in the national budget, thereby allowing scrutiny by parliaments. Aid flows to the government sector that is reported in country's national government budgets. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND4.ALLD.ZS\",\"PDI-4 Technical assistance aligned and co-ordinated with country programmes (percent)\",\"Donor capacity-development support provided through co-ordinated programmes are consistent with country's development strategies. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND5A.ALLD.ZS\",\"PDI-5a Aid for government sectors uses country public finanacial management systems (percent)\",\"Donors and aid flows that use country's public financial management systems that either (a) adhere to broadly good practices or (b) have a reform programme in place to achieve these. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND5B.ALLD.ZS\",\"PDI-5b Aid for government sectors uses country procurement systems (percent)\",\"Donors and aid flows that use country's procurement systems that either (a) adhere to broadly good practices or (b) have a reform programme in place to achieve these. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND6.ALLD.NUM\",\"PDI-6 Project implementation units parallel to country structures (number)\",\"Indicator 6 is a count of parallel project implementation units (PIUs), where\",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND7.ALLD.ZS\",\"PDI-7 Aid disbursements on schedule and recorded by government (percent)\",\"Aid disbursements on schedule and recorded by government. The objective is two-fold. First and foremost, it is to encourage disbursements of funds within the year they are scheduled. Second, it is to encourage accurate recording of disbursements by partner authorities. Both objectives require strong cooperation between donors and partner authorities. Aid is more predictable and released according to agreed schedules in annual or multi-year frameworks. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND8.ALLD.ZS\",\"PDI-8 Bilateral aid that is untied (percent)\",\"Tied aid is aid provided on the condition that the recipient uses it to purchase goods and services from suppliers based in the donor country. The target for this indicator is to increase untied aid over time. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PRT.PDCL.IND9.ALLD.ZS\",\"PDI-9 Aid provided in the framework of programme-based appproaches (%)\",\"Aid provided in the framework of programme-based approaches (PBAs) are a way of engaging in development co-operation based on the principles of co-ordinated support for a locally owned programme of development, such as a national development strategy, a sector programme, a thematic programme or a programme of a specific organization. Programme-based approaches share the following features: (i) Leadership by the host country or organization; (ii) A single comprehensive programme and budget framework; (iii) A formalized process for donor co-ordination and harmonization of donor procedures for reporting, budgeting, financial management and procurement; (iv) Efforts to increase the use of local systems for programme design and implementation, financial management, monitoring and evaluation. Indicators 3 to 12 (but not Indictor 8) are drawn from the Survey on Monitoring the Paris Declaration for each respective year. \",\"Africa Development Indicators\",\"Organization for Economic Co-operation and Development (www.oecd.org/dac/effectiveness/monitoring).\"\n\"PV.EST\",\"Political Stability and Absence of Violence/Terrorism: Estimate\",\"Political Stability and Absence of Violence/Terrorism captures perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including politically-motivated violence and terrorism.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PV.NO.SRC\",\"Political Stability and Absence of Violence/Terrorism: Number of Sources\",\"Political Stability and Absence of Violence/Terrorism captures perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including politically-motivated violence and terrorism.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PV.PER.RNK\",\"Political Stability and Absence of Violence/Terrorism: Percentile Rank\",\"Political Stability and Absence of Violence/Terrorism captures perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including politically-motivated violence and terrorism.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PV.PER.RNK.LOWER\",\"Political Stability and Absence of Violence/Terrorism: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PV.PER.RNK.UPPER\",\"Political Stability and Absence of Violence/Terrorism: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Political Stability and Absence of Violence/Terrorism measures perceptions of the likelihood of political instability and/or politically-motivated violence, including terrorism. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PV.STD.ERR\",\"Political Stability and Absence of Violence/Terrorism: Standard Error\",\"Political Stability and Absence of Violence/Terrorism captures perceptions of the likelihood that the government will be destabilized or overthrown by unconstitutional or violent means, including politically-motivated violence and terrorism.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"PX.MUV.TOTL\",\"Manufactures value index\",\"Manufactures unit value index is a weighted unit value index of exports of manufactures by industrial countries. \",\"Africa Development Indicators\",\"World Bank, IECAP\"\n\"PX.MUV.TOTL.XU\",\"Manufactured exports unit value (MUV) index (% change)\",\"Manufactures unit value index (percentage change) is calculated as the annual percentage change of a weighted unit value index of exports of manufactures by industrial countries. \",\"Africa Development Indicators\",\"World Bank, IECAP.\"\n\"PX.REC.REER\",\"Real effective exchange rate index (line rec, 2005 = 100)\",\"Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs. This indicator corresponds to the IFS's line rec, and is based on a nominal rate adjusted for relative changes in consumer prices.\",\"Africa Development Indicators\",\"International Monetary Fund, International Financial Statistics.\"\n\"PX.REX.REER\",\"Real effective exchange rate index (2010 = 100)\",\"Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs.\",\"World Development Indicators\",\"International Monetary Fund, International Financial Statistics.\"\n\"REER\",\"Real Effective Exchange Rate\",\"Real effective exchange rate is the nominal effective exchange rate (a measure of the value of a currency against a weighted average of several foreign currencies) divided by a price deflator or index of costs.\",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream and IMF International Finance Statistics data.\"\n\"RES.DPST.CBK\",\"Outstanding Deposits of Commercial Banks owned by Regional Government (Province Level, in IDR Million)\",\"\",\"INDO-DAPOER\",\"Bank Indonesia, Commercial Bank Monthly Report\"\n\"REV.DAK.CR\",\"Total Special Allocation Grant/DAK (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.DAU.CR\",\"Total General Allocation Grant/DAU (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.NRRV.SHR.CR\",\"Total Natural Resource Revenue Sharing/DBH SDA (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.OSRV.CR\",\"Total Own Source Revenue/PAD (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.OTHR.CR\",\"Total Other Revenue (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.TOTL.CR\",\"Total Revenue (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"REV.TXRV.SHR.CR\",\"Total Tax Revenue Sharing/DBH Pajak (in IDR)\",\"\",\"INDO-DAPOER\",\"Ministry of Finance, SIKD (Information System for Sub-National Budget)\"\n\"RICE_05\",\"Rice, Thailand, 5%, $/mt, current$\",\"Rice (Thailand), 5% broken, white rice (WR), milled, indicative price based on weekly surveys of export transactions, government standard, f.o.b. Bangkok\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agricuture; World Bank.\"\n\"RICE_05_VNM\",\"Rice, Vietnamese, 5%, $/mt, current$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"RICE_25\",\"Rice, Thailand, 25%, $/mt, current$\",\"Rice (Thailand), 25% broken, WR, milled indicative survey price, government standard, f.o.b. Bangkok\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agricuture; World Bank.\"\n\"RICE_A1\",\"Rice, Thai, A1.Special, $/mt, current$\",\"Rice (Thailand), 100% broken, A.1 Super from 2006 onwards, government standard, f.o.b. Bangkok; prior to 2006, A1 Special, a slightly lower grade than A1 Super.\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agricuture; World Bank.\"\n\"RISE.EA.PE\",\"RISE Energy Access - Procedural Efficiency\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EA.PL\",\"RISE Energy Access - Planning\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EA.PR\",\"RISE Energy Access - Policies and Regulations\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EA.PS\",\"RISE Energy Access - Pricing and Subsidies\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EA.TO\",\"RISE Energy Access - Overall country score\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EE.PE\",\"RISE Energy Efficiency - Procedural Efficiency\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EE.PL\",\"RISE Energy Efficiency - Planning\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EE.PR\",\"RISE Energy Efficiency - Policies and Regulations\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EE.PS\",\"RISE Energy Efficiency - Pricing and Subsidies\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.EE.TO\",\"RISE Energy Efficiency - Overall country score\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.RE.PE\",\"RISE Renewable Energy - Procedural Efficiency\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.RE.PL\",\"RISE Renewable Energy - Planning\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.RE.PR\",\"RISE Renewable Energy - Policies and Regulations\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.RE.PS\",\"RISE Renewable Energy - Pricing and Subsidies\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RISE.RE.TO\",\"RISE Renewable Energy - Overall country score\",\"\",\"Readiness for Investment in Sustainable Energy (RISE)\",\"\"\n\"RL.EST\",\"Rule of Law: Estimate\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RL.NO.SRC\",\"Rule of Law: Number of Sources\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RL.PER.RNK\",\"Rule of Law: Percentile Rank\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RL.PER.RNK.LOWER\",\"Rule of Law: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RL.PER.RNK.UPPER\",\"Rule of Law: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RL.STD.ERR\",\"Rule of Law: Standard Error\",\"Rule of Law captures perceptions of the extent to which agents have confidence in and abide by the rules of society, and in particular the quality of contract enforcement, property rights, the police, and the courts, as well as the likelihood of crime and violence.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"ROD.DIST.ASPH.KM\",\"Length of District Road: Asphalt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.BDMG.BM.KM\",\"Length of District Road: Bad Damage (in km) (Bina Marga Data)\",\"\",\"INDO-DAPOER\",\"Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics\"\n\"ROD.DIST.BDMG.KM\",\"Length of District Road: Bad Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.DIRT.KM\",\"Length of District Road: Dirt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.FAIR.BM.KM\",\"Length of District Road: Fair (in km) (Bina Marga Data)\",\"\",\"INDO-DAPOER\",\"Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics\"\n\"ROD.DIST.FAIR.KM\",\"Length of District Road: Fair (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.GOOD.BM.KM\",\"Length of District Road: Good (in km) (Bina Marga Data)\",\"\",\"INDO-DAPOER\",\"Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics\"\n\"ROD.DIST.GOOD.KM\",\"Length of District Road: Good (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.GRAVL.KM\",\"Length of District Road: Gravel (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.LDMG.BM.KM\",\"Length of District Road: Light Damage (in km) (Bina Marga Data)\",\"\",\"INDO-DAPOER\",\"Ministry of Public Works, Directorate General of Highways (Bina Marga) Statistics\"\n\"ROD.DIST.LDMG.KM\",\"Length of District Road: Light Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.DIST.OTHR.KM\",\"Length of District Road: Other (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.ASPH.KM\",\"Length of National Road: Asphalt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.BDMG.KM\",\"Length of National Road: Bad Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.DIRT.KM\",\"Length of National Road: Dirt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.FAIR.KM\",\"Length of National Road: Fair (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.GOOD.KM\",\"Length of National Road: Good (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.GRAVL.KM\",\"Length of National Road: Gravel (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.LDMG.KM\",\"Length of National Road: Light Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.NATL.OTHR.KM\",\"Length of National Road: Other (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.ASPH.KM\",\"Length of Province Road: Asphalt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.BDMG.KM\",\"Length of Province Road: Bad Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.DIRT.KM\",\"Length of Province Road: Dirt (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.FAIR.KM\",\"Length of Province Road: Fair (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.GOOD.KM\",\"Length of Province Road: Good (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.GRAVL.KM\",\"Length of Province Road: Gravel (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.LDMG.KM\",\"Length of Province Road: Light Damage (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.PROV.OTHR.KM\",\"Length of Province Road: Other (in km) (BPS Data, Province only)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"ROD.VILG.ASPH.ZS\",\"Villages with road: Asphalt (in % of total villages)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"ROD.VILG.DIRT.ZS\",\"Villages with road: Dirt (in % of total villages)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"ROD.VILG.GRAVL.ZS\",\"Villages with road: Gravel (in % of total villages)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"ROD.VILG.OTHR.ZS\",\"Villages with road: Other (in % of total villages)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"RQ.EST\",\"Regulatory Quality: Estimate\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RQ.NO.SRC\",\"Regulatory Quality: Number of Sources\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RQ.PER.RNK\",\"Regulatory Quality: Percentile Rank\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RQ.PER.RNK.LOWER\",\"Regulatory Quality: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RQ.PER.RNK.UPPER\",\"Regulatory Quality: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RQ.STD.ERR\",\"Regulatory Quality: Standard Error\",\"Regulatory Quality captures perceptions of the ability of the government to formulate and implement sound policies and regulations that permit and promote private sector development.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"RUBBER1_MYSG\",\"Rubber, Singapore, cents/kg, current$\",\"Rubber (Asia), RSS3 grade, Singapore Commodity Exchange Ltd (SICOM) nearby contract beginning 2004; during 2000 to 2003, Singapore RSS1; previously Malaysia RSS1\",\"Global Economic Monitor (GEM) Commodities\",\"Singapore Commodity Exchange Ltd (SICOM); Bloomberg; Rubber Association of Singapore Commodity Exchange (RASCE); International Rubber Study Group; Asian Wall Street Journal; World Bank.\"\n\"RUBBER1_TSR20\",\"Rubber, TSR20, cents/kg, current$\",\"\",\"Global Economic Monitor (GEM) Commodities\",\"\"\n\"s_policyholders_B2_life\",\"Insurance policy holders per 1,000 adults (life)\",\"Denotes the total number of life insurance policy holders (resident) that are resident nonfinancial corporations (public and private) and households for every 1,000 adults in the reporting country. Calculated as (number of life insurance policy holders)*1\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"s_policyholders_B2_nonlife\",\"Insurance policy holders per 1,000 adults (non-life)\",\"Denotes the total number of non-life insurance policy holders (resident) that are resident nonfinancial corporations (public and private) and households for every 1,000 adults in the reporting country. Calculated as (number of non-life insurance policy ho\",\"G20 Basic Set of Financial Inclusion Indicators\",\"International Monetary Fund, Financial Access Survey.\"\n\"SABER.EMIS.GOAL1\",\"SABER: (Education Management Information Systems) Policy Goal 1: Enabling Environment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL1\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 1: Legal Framework\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL2\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 2: Organizational Structure\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL3\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 3: Human Resources\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL4\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 4: Infrastructural capacity\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL5\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 5: Budget\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL1.LVL6\",\"SABER: (Education Management Information Systems) Policy Goal 1 Level 6: Data-driven Culture\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2\",\"SABER: (Education Management Information Systems) Policy Goal 2: System Soundness\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2.LVL1\",\"SABER: (Education Management Information Systems) Policy Goal 2 Level 1: Data Architecture\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2.LVL2\",\"SABER: (Education Management Information Systems) Policy Goal 2 Level 2: Data Coverage\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2.LVL3\",\"SABER: (Education Management Information Systems) Policy Goal 2 Level 3: Data Analytics\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2.LVL4\",\"SABER: (Education Management Information Systems) Policy Goal 2 Level 4: Dynamic System\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL2.LVL5\",\"SABER: (Education Management Information Systems) Policy Goal 2 Level 5: Serviceability\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL3\",\"SABER: (Education Management Information Systems) Policy Goal 3: Quality data\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL3.LVL1\",\"SABER: (Education Management Information Systems) Policy Goal 3 Level 1: Methodological Soundness\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL3.LVL2\",\"SABER: (Education Management Information Systems) Policy Goal 3 Level 2: Accuracy and Reliability\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL3.LVL3\",\"SABER: (Education Management Information Systems) Policy Goal 3 Level 3: Integrity\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL3.LVL4\",\"SABER: (Education Management Information Systems) Policy Goal 3 Level 4: Periodicity and Timeliness\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL4\",\"SABER: (Education Management Information Systems) Policy Goal 4: Utilization in decision making\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL4.LVL1\",\"SABER: (Education Management Information Systems) Policy Goal 4 Level 1: Openness\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL4.LVL2\",\"SABER: (Education Management Information Systems) Policy Goal 4 Level 2: Operational Use\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL4.LVL3\",\"SABER: (Education Management Information Systems) Policy Goal 4 Level 3: Accessibility\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.EMIS.GOAL4.LVL4\",\"SABER: (Education Management Information Systems) Policy Goal 4 Level 4: Effectiveness in Disseminating Findings\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL1\",\"SABER: (Early Childhood Development) Policy Goal 1: Establishing an Enabling Environment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL1.LVL1\",\"SABER: (Early Childhood Development) Policy Goal 1 Lever 1: Legal Framework\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL1.LVL2\",\"SABER: (Early Childhood Development) Policy Goal 1 Lever 2: Inter-sectoral Coordination\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL1.LVL3\",\"SABER: (Early Childhood Development) Policy Goal 1 Lever 3: Finance\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL2\",\"SABER: (Early Childhood Development) Policy Goal 2: Scope of Programs\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL2.LVL1\",\"SABER: (Early Childhood Development) Policy Goal 2 Lever 1: Scope of Programs\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL2.LVL2\",\"SABER: (Early Childhood Development) Policy Goal 2 Lever 2: Coverage\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL2.LVL3\",\"SABER: (Early Childhood Development) Policy Goal 2 Lever 3: Equity\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL3\",\"SABER: (Early Childhood Development) Policy Goal 3: Monitoring and Assuring Quality\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL3.LVL1\",\"SABER: (Early Childhood Development) Policy Goal 3 Lever 1: Data Availability\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL3.LVL2\",\"SABER: (Early Childhood Development) Policy Goal 3 Lever 2: Quality Standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.ERL.CHLD.GOAL3.LVL3\",\"SABER: (Early Childhood Development) Policy Goal 3 Lever 3: Compliance with Standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL1\",\"SABER: (School Health and School Feeding) Policy Goal 1: Policy Frameworks\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL2\",\"SABER: (School Health and School Feeding) Policy Goal 2: Financial Capacity\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL3\",\"SABER: (School Health and School Feeding) Policy Goal 3: Institutional Capacity and Coordination\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL4\",\"SABER: (School Health and School Feeding) Policy Goal 4: Design and Implementation\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL5\",\"SABER: (School Health and School Feeding) Policy Goal 5: Community Roles–Reaching Beyond Schools\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL6\",\"SABER: (School Health and School Feeding) Policy Goal 6: Health-related school policies\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL7\",\"SABER: (School Health and School Feeding) Policy Goal 7: Safe, Supportive School Environments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL8\",\"SABER: (School Health and School Feeding) Policy Goal 8: School-Based Health and Nutrition Services\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.HLTH.GOAL9\",\"SABER: (School Health and School Feeding) Policy Goal 9: Skills-Based Health Education\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1\",\"SABER: (Engaging the Private Sector) Policy Goal 1: Encouraging innovation by providers\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL1\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 1: Teacher standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL2\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 2: Teacher appointment and deployment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL3\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 3: Teacher salaries\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL4\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 4: Teacher dismissal\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL5\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 5: Curriculum Delivery\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL1.LVL6\",\"SABER: (Engaging the Private Sector) Policy Goal 1 Level 6: Classroom resourcing\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2\",\"SABER: (Engaging the Private Sector) Policy Goal 2: Holding schools accountable\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2.LVL1\",\"SABER: (Engaging the Private Sector) Policy Goal 2 Level 1: Student standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2.LVL2\",\"SABER: (Engaging the Private Sector) Policy Goal 2 Level 2: Student assessment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2.LVL3\",\"SABER: (Engaging the Private Sector) Policy Goal 2 Level 3: Inspection\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2.LVL4\",\"SABER: (Engaging the Private Sector) Policy Goal 2 Level 4: Improvement planning \",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL2.LVL5\",\"SABER: (Engaging the Private Sector) Policy Goal 2 Level 5: Sanctions\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL3\",\"SABER: (Engaging the Private Sector) Policy Goal 3: Empowering all parents, students, and communities\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL3.LVL1\",\"SABER: (Engaging the Private Sector) Policy Goal 3 Level 1: Information\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL3.LVL2\",\"SABER: (Engaging the Private Sector) Policy Goal 3 Level 2: Voice\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL3.LVL3\",\"SABER: (Engaging the Private Sector) Policy Goal 3 Level 3: Financial Support\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4\",\"SABER: (Engaging the Private Sector) Policy Goal 4: Promoting diversity of supply\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4.LVL1\",\"SABER: (Engaging the Private Sector) Policy Goal 4 Level 1: Tuition fees\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4.LVL2\",\"SABER: (Engaging the Private Sector) Policy Goal 4 Level 2: Ownership\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4.LVL3\",\"SABER: (Engaging the Private Sector) Policy Goal 4 Level 3: Certification standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4.LVL4\",\"SABER: (Engaging the Private Sector) Policy Goal 4 Level 4: Market entry\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.PRVT.GOAL4.LVL5\",\"SABER: (Engaging the Private Sector) Policy Goal 4 Level 5: Regulatory fees\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1\",\"SABER: (School Autonomy Accountability) Policy Goal 1: Level of autonomy in the planning and management of school budget\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1.LVL1\",\"SABER: (School Autonomy Accountability) Policy Goal 1 Level 1: Legal authority over the management of the operational budget\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1.LVL2\",\"SABER: (School Autonomy Accountability) Policy Goal 1 Level 2: Legal authority over the management of the non-teaching staff salaries\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1.LVL3\",\"SABER: (School Autonomy Accountability) Policy Goal 1 Level 3: Legal authority over the management of teacher salaries\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1.LVL4\",\"SABER: (School Autonomy Accountability) Policy Goal 1 Level 4: Legal authority to raise additional funds for the school\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL1.LVL5\",\"SABER: (School Autonomy Accountability) Policy Goal 1 Level 5: Collaborative budget planning\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL2\",\"SABER: (School Autonomy Accountability) Policy Goal 2: Level of autonomy in personnel management\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL2.LVL1\",\"SABER: (School Autonomy Accountability) Policy Goal 2 Level 1: Autonomy in teacher appointment and deployment decisions\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL2.LVL2\",\"SABER: (School Autonomy Accountability) Policy Goal 2 Level 2: Autonomy in non-teaching staff appointment and deployment decisions\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL2.LVL3\",\"SABER: (School Autonomy Accountability) Policy Goal 2 Level 3: Autonomy in school principal appointment and deployment decisions\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3\",\"SABER: (School Autonomy Accountability) Policy Goal 3: Role of the school council on school governance\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL1\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 1: Participation of the school councils in budget preparation\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL2\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 2: Participation of the school councils in financial oversight\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL3\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 3: Participation of the school councils in school activities\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL4\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 4: Participation of the school councils in personnel oversight\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL5\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 5: Participation of the school councils in learning inputs\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL3.LVL6\",\"SABER: (School Autonomy Accountability) Policy Goal 3 Level 6: Transparency in community participation\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4\",\"SABER: (School Autonomy Accountability) Policy Goal 4: School and student assessment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4.LVL1\",\"SABER: (School Autonomy Accountability) Policy Goal 4 Level 1: Existence and Frequency of school assessments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4.LVL2\",\"SABER: (School Autonomy Accountability) Policy Goal 4 Level 2: Use of school assessments for making school adjustments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4.LVL3\",\"SABER: (School Autonomy Accountability) Policy Goal 4 Level 3: Existence and Frequency of standardized student assessments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4.LVL4\",\"SABER: (School Autonomy Accountability) Policy Goal 4 Level 4: Use of standardized student assessments for pedagogical, operational, and personnel adjustments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL4.LVL5\",\"SABER: (School Autonomy Accountability) Policy Goal 4 Level 5: Publication of student assessments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5\",\"SABER: (School Autonomy Accountability) Policy Goal 5: School Accountability\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5.LVL1\",\"SABER: (School Autonomy Accountability) Policy Goal 5 Level 1: Guidelines for the use of results of student assessments\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5.LVL2\",\"SABER: (School Autonomy Accountability) Policy Goal 5 Level 2: Analysis of school and student performan\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5.LVL3\",\"SABER: (School Autonomy Accountability) Policy Goal 5 Level 3: Degree of Financial accountability at the central level, regional, municipal, local and school level\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5.LVL4\",\"SABER: (School Autonomy Accountability) Policy Goal 5 Level 4: Degree of Accountability in school operations\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.ATNM.GOAL5.LVL5\",\"SABER: (School Autonomy Accountability) Policy Goal 5 Level 5: Degree of learning accountability\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL1\",\"SABER: (School Finance) Policy Goal 1: Ensuring basic conditions for learning\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL1.LVL1\",\"SABER: (School Finance) Policy Goal 1 Lever 1: Are there policies to ensure basic inputs?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL1.LVL2\",\"SABER: (School Finance) Policy Goal 1 Lever 2: Are there 3 learning goals?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL2\",\"SABER: (School Finance) Policy Goal 2: Monitoring learning conditions and outcomes\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL2.LVL1\",\"SABER: (School Finance) Policy Goal 2 Lever 1: Are there systems in place to monitor learning conditions?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL2.LVL2\",\"SABER: (School Finance) Policy Goal 2 Lever 2: Are there systems in place to assess learning outcomes?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL3\",\"SABER: (School Finance) Policy Goal 3: Overseeing service delivery\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL3.LVL1\",\"SABER: (School Finance) Policy Goal 3 Lever 1: What mechanisms are in place to verify the availability of physical resources at schools?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL3.LVL2\",\"SABER: (School Finance) Policy Goal 3 Lever 2: What mechanisms are in place to verify the availability of human resources at schools?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL4\",\"SABER: (School Finance) Policy Goal 4: Budgeting with adequate and transparent information\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL4.LVL1\",\"SABER: (School Finance) Policy Goal 4 Lever 1: Is there an informed budget process?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL4.LVL2\",\"SABER: (School Finance) Policy Goal 4 Lever 2: Is the budget comprehensive and transparent?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL5\",\"SABER: (School Finance) Policy Goal 5: Providing more resources to students who need them\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL5.LVL1\",\"SABER: (School Finance) Policy Goal 5 Lever 1: Are more public resources available to students from disadvantaged backgrounds?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL5.LVL2\",\"SABER: (School Finance) Policy Goal 5 Lever 2: Do payments for schooling represent a small share of income for low income families?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL6\",\"SABER: (School Finance) Policy Goal 6: Managing resources efficiently\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL6.LVL1\",\"SABER: (School Finance) Policy Goal 6 Lever 1: Are there systems in place to verify the use of educational resources?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.SCH.FNNC.GOAL6.LVL2\",\"SABER: (School Finance) Policy Goal 6 Lever 2: Are education expenditures audited?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL1\",\"SABER: (Student Assessment) Policy Goal 1: Classroom Assessment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL1.LVL1\",\"SABER: (Student Assessment) Policy Goal 1 Lever 1: Enabling Context and System Alignment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL1.LVL2\",\"SABER: (Student Assessment) Policy Goal 1 Lever 2: Assessment Quality\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL2\",\"SABER: (Student Assessment) Policy Goal 2: Examinations\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL2.LVL1\",\"SABER: (Student Assessment) Policy Goal 2 Lever 1: Enabling Context\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL2.LVL2\",\"SABER: (Student Assessment) Policy Goal 2 Lever 2: System Alignment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL2.LVL3\",\"SABER: (Student Assessment) Policy Goal 2 Lever 3: Assessment Quality\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL3\",\"SABER: (Student Assessment) Policy Goal 3: National Large-Scale Assessment (NLSA)\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL3.LVL1\",\"SABER: (Student Assessment) Policy Goal 3 Lever 1: Enabling Context\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL3.LVL2\",\"SABER: (Student Assessment) Policy Goal 3 Lever 2: System Alignment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL3.LVL3\",\"SABER: (Student Assessment) Policy Goal 3 Lever 3: Assessment Quality\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL4\",\"SABER: (Student Assessment) Policy Goal 4: International Large-Scale Assessment (ILSA)\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL4.LVL1\",\"SABER: (Student Assessment) Policy Goal 4 Lever 1: Enabling Context\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL4.LVL2\",\"SABER: (Student Assessment) Policy Goal 4 Lever 2: System Alignment\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.STD.ASS.GOAL4.LVL3\",\"SABER: (Student Assessment) Policy Goal 4 Lever 3: Assessment Quality\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL1\",\"SABER: (Teachers) Policy Goal 1: Setting clear expectations for teachers\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL1.LVL1\",\"SABER: (Teachers) Policy Goal 1 Lever 1: Are there clear expectations for teachers?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL1.LVL2\",\"SABER: (Teachers) Policy Goal 1 Lever 2: Is there useful guidance on the use of teachers' working time?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL2\",\"SABER: (Teachers) Policy Goal 2: Attracting the best into teaching\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL2.LVL1\",\"SABER: (Teachers) Policy Goal 2 Lever 1: Are entry requirements set up to attract talented candidates?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL2.LVL2\",\"SABER: (Teachers) Policy Goal 2 Lever 2: Is teacher pay appealing for talented candidates?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL2.LVL3\",\"SABER: (Teachers) Policy Goal 2 Lever 3: Are working conditions appealing for talented applicants?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL2.LVL4\",\"SABER: (Teachers) Policy Goal 2 Lever 4: Are there attractive career opportunities?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL3\",\"SABER: (Teachers) Policy Goal 3: Preparing teachers with useful Training and experience\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL3.LVL1\",\"SABER: (Teachers) Policy Goal 3 Lever 1: Are there minimum standards for pre-service teaching education programs?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL3.LVL2\",\"SABER: (Teachers) Policy Goal 3 Lever 2: To what extent are teacher-entrants required to be familiar with classroom practice?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL4\",\"SABER: (Teachers) Policy Goal 4: Matching teachers' skills with students' needs\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL4.LVL1\",\"SABER: (Teachers) Policy Goal 4 Lever 1: Are there incentives for teachers to work at hard-to-staff schools?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL4.LVL2\",\"SABER: (Teachers) Policy Goal 4 Lever 2: Are there incentives for teachers to teach critical shortage subjects?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL5\",\"SABER: (Teachers) Policy Goal 5: Leading teachers with strong principals\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL5.LVL1\",\"SABER: (Teachers) Policy Goal 5 Lever 1: Does the education system invest in developing qualified school leaders?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL5.LVL2\",\"SABER: (Teachers) Policy Goal 5 Lever 2: Are principals expected to support and improve instructional practice?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL6\",\"SABER: (Teachers) Policy Goal 6: Monitoring teaching and learning\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL6.LVL1\",\"SABER: (Teachers) Policy Goal 6 Lever 1: Are there systems in place to assess student learning in order to inform teaching and policy?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL6.LVL2\",\"SABER: (Teachers) Policy Goal 6 Lever 2: Are there systems in place to monitor teacher performance?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL6.LVL3\",\"SABER: (Teachers) Policy Goal 6 Lever 3: Are there multiple mechanisms to evaluate teacher performance?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL7\",\"SABER: (Teachers) Policy Goal 7: Supporting teachers to improve instruction\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL7.LVL1\",\"SABER: (Teachers) Policy Goal 7 Lever 1: Are there opportunities for professional development?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL7.LVL2\",\"SABER: (Teachers) Policy Goal 7 Lever 2: Is teacher professional development collaborative and focused on instructional improvement?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL7.LVL3\",\"SABER: (Teachers) Policy Goal 7 Lever 3: Is teacher professional development assigned based on perceived needs?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL8\",\"SABER: (Teachers) Policy Goal 8: Motivating teachers to perform\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL8.LVL1\",\"SABER: (Teachers) Policy Goal 8 Lever 1: Are career opportunities linked to performance?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL8.LVL2\",\"SABER: (Teachers) Policy Goal 8 Lever 2: Are there mechanisms to hold teachers accountable?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.TECH.GOAL8.LVL3\",\"SABER: (Teachers) Policy Goal 8 Lever 3: Is teacher compensation linked to performance?\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL1\",\"SABER: (Workforce Development) Policy Goal 1: Strategic Framework\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL1.LVL1\",\"SABER: (Workforce Development) Policy Goal 1 Lever 1: Setting a Strategic Direction\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL1.LVL2\",\"SABER: (Workforce Development) Policy Goal 1 Lever 2: Fostering a Demand-Driven Approach\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL1.LVL3\",\"SABER: (Workforce Development) Policy Goal 1 Lever 3: Strengthening Critical Coordination\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL2\",\"SABER: (Workforce Development) Policy Goal 2: System Oversight\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL2.LVL1\",\"SABER: (Workforce Development) Policy Goal 2 Lever 1: Ensuring Efficiency and Equity in Funding\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL2.LVL2\",\"SABER: (Workforce Development) Policy Goal 2 Lever 2: Assuring Relevant and Reliable Standards\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL2.LVL3\",\"SABER: (Workforce Development) Policy Goal 2 Lever 3: Diversifying Pathways for Skills Acquisition\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL3\",\"SABER: (Workforce Development) Policy Goal 3: Service Delivery\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL3.LVL1\",\"SABER: (Workforce Development) Policy Goal 3 Lever 1: Enabling Diversity and Excellence in Training Provision\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL3.LVL2\",\"SABER: (Workforce Development) Policy Goal 3 Lever 2: Fostering Relevance in Public Training Programs\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SABER.WORK.GOAL3.LVL3\",\"SABER: (Workforce Development) Policy Goal 3 Lever 3: Enhancing Evidence-based Accountability for Results\",\"Data Read: 1=Latent; 2=Emerging; 3Established; 4=Advanced\",\"Education Statistics\",\"The Systems Approach for Better Education Results (SABER), World Bank\"\n\"SAWNWD_CMR\",\"Sawnwood, Cameroon, $/cum, current$\",\"Sawnwood (Cameroon), sapele, width 6 inches or more, length 6 feet or more, f.a.s. Cameroonian ports\",\"Global Economic Monitor (GEM) Commodities\",\"International Tropical Timber Organization; Marches Tropicaux et Mediterraneens; World Bank.\"\n\"SAWNWD_MYS\",\"Sawnwood, Malaysia, $/cum, current$\",\"Sawnwood (Malaysia), dark red seraya/meranti, select and better quality, average 7 to 8 inches; length average 12 to 14 inches; thickness 1 to 2 inch(es); kiln dry, c. & f. UK ports, with 5% agents commission including premium for products of certified sustainable forest beginning January 2005; previously excluding the premium\",\"Global Economic Monitor (GEM) Commodities\",\"International Tropical Timber Market Report; Tropical Timbers; World Bank.\"\n\"SE.ADT.1524.LT.FE.ZS\",\"Literacy rate, youth female (% of females ages 15-24)\",\"Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ADT.1524.LT.FM.ZS\",\"Literacy rate, youth (ages 15-24), gender parity index (GPI)\",\"Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ADT.1524.LT.MA.ZS\",\"Literacy rate, youth male (% of males ages 15-24)\",\"Youth literacy rate is the percentage of people ages 15-24 who can both read and write with understanding a short simple statement about their everyday life.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ADT.1524.LT.ZS\",\"Youth literacy rate, population 15-24 years, both sexes (%)\",\"Number of people age 15 to 24 years who can both read and write with understanding a short simple statement on their everyday life, divided by the population in that age group. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. Divide the number of people aged 15 to 24 years who are literate by the total population in the same age group and multiply the result by 100.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.ADT.LITR.FE.ZS\",\"Literacy rate, adult female (% of females ages 15 and above)\",\"Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ADT.LITR.MA.ZS\",\"Literacy rate, adult male (% of males ages 15 and above)\",\"Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ADT.LITR.ZS\",\"Adult literacy rate, population 15+ years, both sexes (%)\",\"Percentage of the population age 15 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 15 years and over by the corresponding age group population and multiplying the result by 100.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.COM.DURS\",\"Duration of compulsory education (years)\",\"Number of years that children are legally obliged to attend school.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.ENR.ORPH\",\"Ratio of school attendance of orphans to school attendance of non-orphans ages 10-14\",\"Ratio of school attendance of orphans to school attendance of non orphans is the ratio of school attendance of orphans to school attendance of non orphans ages 10-14.\",\"Health Nutrition and Population Statistics\",\"United Nations Children's Fund (UNICEF) (UN MDG site).\"\n\"SE.ENR.PRIM.FM.ZS\",\"School enrollment, primary (gross), gender parity index (GPI)\",\"Gender parity index for gross enrollment ratio in primary education is the ratio of girls to boys enrolled at primary level in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ENR.PRSC.FM.ZS\",\"School enrollment, primary and secondary (gross), gender parity index (GPI)\",\"Gender parity index for gross enrollment ratio in primary and secondary education is the ratio of girls to boys enrolled at primary and secondary levels in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ENR.PRSC.FM.ZS.GL\",\"Ratio of girls to boys in primary and secondary education (%), path to goal\",\"This indicator is created for the use of DDP chart. Values are linear growth \\\"path\\\" to achieving the goal by 2015, given the initial value around 1990.\",\"Millennium Development Goals\",\"World Bank staff estimates\"\n\"SE.ENR.SECO.FM.ZS\",\"School enrollment, secondary (gross), gender parity index (GPI)\",\"Gender parity index for gross enrollment ratio in secondary education is the ratio of girls to boys enrolled at secondary level in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.ENR.TERT.FM.ZS\",\"School enrollment, tertiary (gross), gender parity index (GPI)\",\"Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.IPR.HIAT.FE.ZS\",\"Educational attainment, some primary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained some primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.IPR.HIAT.MA.ZS\",\"Educational attainment, some primary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained some primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.IPR.HIAT.ZS\",\"Educational attainment, some primary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained some primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.JRSEC.NENR.ZS\",\"Net Enrollment Ratio: Junior Secondary (in %)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SE.LITR.15UP.ZS\",\"Literacy Rate for Population age 15 and over (in % of total population)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SE.NED.HIAT.FE.ZS\",\"Educational attainment, no schooling, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that have no education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.NED.HIAT.MA.ZS\",\"Educational attainment, no schooling, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that have no education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.NED.HIAT.ZS\",\"Educational attainment, no schooling, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that have no education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.NEXM.SCR.JRSEC\",\"Average National Exam Score: Junior Secondary Level (out of 100, available only in district level for 2009)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.NEXM.SCR.PRM\",\"Average National Exam Score: Primary Level (out of 100, available only in district level for 2009)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.NEXM.SCR.SRSEC\",\"Average National Exam Score: Senior Secondary Level (out of 100, available only in district level for 2009)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.PRE.DURS\",\"Preprimary education, duration (years)\",\"Preprimary duration refers to the number of grades (years) in preprimary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRE.ENRL\",\"Enrolment in pre-primary education, both sexes (number)\",\"Total number of students enrolled in public and private pre-primary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRL.FE\",\"Enrolment in pre-primary education, female (number)\",\"Total number of female students enrolled in public and private pre-primary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRL.FE.ZS\",\"Percentage of students in pre-primary education who are female (%)\",\"Total number of female students at the pre-primary level expressed as a percentage of the total number of students (male and female) at the pre-primary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRL.TC.ZS\",\"Pupil-teacher ratio in pre-primary education (headcount basis)\",\"Average number of pupils per teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRR\",\"Gross enrolment ratio, pre-primary, both sexes (%)\",\"Total enrollment in pre-primary education, regardless of age, expressed as a percentage of the total population of official pre-primary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRR.FE\",\"Gross enrolment ratio, pre-primary, female (%)\",\"Total female enrollment in pre-primary education, regardless of age, expressed as a percentage of the total female population of official pre-primary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.ENRR.MA\",\"Gross enrolment ratio, pre-primary, male (%)\",\"Total male enrollment in pre-primary education, regardless of age, expressed as a percentage of the total male population of official pre-primary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.NENR\",\"Net enrolment rate, pre-primary, both sexes (%)\",\"Total number of students in the theoretical age group for pre-primary education enrolled in that level, expressed as a percentage of the total population in that age group. Divide the number of students enrolled who are of the official age group for pre-primary education by the population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.NENR.FE\",\"Net enrolment rate, pre-primary, female (%)\",\"Total number of female students in the theoretical age group for pre-primary education enrolled in that level, expressed as a percentage of the total female population in that age group. Divide the number of female students enrolled who are of the official age group for pre-primary education by the female population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.NENR.MA\",\"Net enrolment rate, pre-primary, male (%)\",\"Total number of male students in the theoretical age group for pre-primary education enrolled in that level, expressed as a percentage of the total male population in that age group. Divide the number of male students enrolled who are of the official age group for pre-primary education by the male population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.PRIV.ZS\",\"Percentage of enrolment in pre-primary education in private institutions (%)\",\"Total number of students in pre-primary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.TCAQ.FE.ZS\",\"Trained teachers in preprimary education, female (% of female teachers)\",\"Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRE.TCAQ.MA.ZS\",\"Trained teachers in preprimary education, male (% of male teachers)\",\"Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRE.TCAQ.ZS\",\"Trained teachers in preprimary education (% of total teachers)\",\"Trained teachers in preprimary education are the percentage of preprimary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRE.TCHR\",\"Teachers in pre-primary education, both sexes (number)\",\"Total number of teachers in public and private pre-primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.TCHR.FE\",\"Teachers in pre-primary education, female (number)\",\"Total number of female teachers in public and private pre-primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRE.TCHR.FE.ZS\",\"Percentage of teachers in pre-primary education who are female (%)\",\"Number of female teachers at the pre-primary level expressed as a percentage of the total number of teachers (male and female) at the pre-primary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.AGES\",\"Official entrance age to primary education (years)\",\"Age at which students would enter primary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.CMPL.FE.ZS\",\"Primary completion rate, female, based on completers\",\"Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPL.MA.ZS\",\"Primary completion rate, male, based on completers\",\"Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPL.ZS\",\"Primary completion rate, total, based on completers\",\"Primary completion rate is the percentage of students completing the last year of primary school. The rate based on completers is calculated by taking the total number of completers in the last grade of primary school divided by the total number of children of official graduation age.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPT.FE.ZS\",\"Primary completion rate, female (% of relevant age group)\",\"Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPT.MA.ZS\",\"Primary completion rate, male (% of relevant age group)\",\"Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPT.ZS\",\"Primary completion rate, total (% of relevant age group)\",\"Primary completion rate, or gross intake ratio to the last grade of primary education, is the number of new entrants (enrollments minus repeaters) in the last grade of primary education, regardless of age, divided by the population at the entrance age for the last grade of primary education. Data limitations preclude adjusting for students who drop out during the final year of primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CMPT.ZS.GL\",\"Primary completion rate, total (% of relevant age group), path to goal\",\"This indicator is created for the use of DDP chart. Values are linear growth \\\"path\\\" to achieving the goal by 2015, given the initial value around 1990.\",\"Millennium Development Goals\",\"World Bank staff estimates\"\n\"SE.PRM.CUAT.FE.ZS\",\"Educational attainment, at least completed primary, population 25+ years, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed primary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CUAT.MA.ZS\",\"Educational attainment, at least completed primary, population 25+ years, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed primary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.CUAT.ZS\",\"Educational attainment, at least completed primary, population 25+ years, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed primary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.DROP.FE.ZS\",\"Cumulative drop-out rate to the last grade of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in primary education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.DROP.MA.ZS\",\"Cumulative drop-out rate to the last grade of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in primary education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.DROP.ZS\",\"Cumulative drop-out rate to the last grade of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in primary education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.DURS\",\"Theoretical duration of primary education (years)\",\"Number of grades (years) in primary education.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.ENRL\",\"Enrolment in primary education, both sexes (number)\",\"Total number of students enrolled in public and private primary education institutions regardless of age.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.ENRL.FE\",\"Enrolment in primary education, female (number)\",\"Total number of female students enrolled in public and private primary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.ENRL.FE.ZS\",\"Primary education, pupils (% female)\",\"Female pupils as a percentage of total pupils at primary level include enrollments in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.ENRL.TC.ZS\",\"Pupil-teacher ratio in primary education (headcount basis)\",\"Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.ENRR\",\"Gross enrollment ratio, primary, both sexes (%)\",\"Total enrollment in primary education, regardless of age, expressed as a percentage of the population of official primary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.ENRR.FE\",\"School enrollment, primary, female (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.ENRR.MA\",\"School enrollment, primary, male (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.GINT.FE.ZS\",\"Gross intake ratio to Grade 1 of primary education, female (%)\",\"Total number of new female entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. A high GIR indicates a high degree of access to primary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering primary school for the first time.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.GINT.MA.ZS\",\"Gross intake ratio to Grade 1 of primary education, male (%)\",\"Total number of new male entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. A high GIR indicates a high degree of access to primary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering primary school for the first time.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.GINT.ZS\",\"Gross intake ratio to Grade 1 of primary education, both sexes (%)\",\"Total number of new entrants in the first grade of primary education, regardless of age, expressed as a percentage of the population at the official primary school-entrance age. A high GIR indicates a high degree of access to primary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering primary school for the first time.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.HIAT.FE.ZS\",\"Educational attainment, completed primary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.HIAT.MA.ZS\",\"Educational attainment, completed primary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.HIAT.ZS\",\"Educational attainment, completed primary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed primary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.NENR\",\"Net enrolment rate, primary, both sexes (%)\",\"Total number of students in the theoretical age group for primary education enrolled in that level, expressed as a percentage of the total population in that age group. Divide the number of students enrolled who are of the official age group for primary education by the population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes. A high NER denotes a high degree of coverage for the official school-age population. The theoretical maximum value is 100%. Increasing trends can be considered as reflecting improving coverage at the specified level of education. When the NER is compared with the GER, the difference between the two highlights the incidence of under-aged and over-aged enrolment. If the NER is below 100%, then the complement, i.e. the difference with 100%, provides a measure of the proportion of children not enrolled at the specified level of education. However, since some of these children/youth could be enrolled at other levels of education, this difference should in no way be considered as indicating the percentage of students not enrolled. To measure universal primary education, for example, adjusted primary NER is calculated on the basis of the percentage of children in the official primary school age range who are enrolled in either primary or secondary education. A more precise complementary indicator is the Age-specific enrolment ratio (ASER) which shows the participation in education of the population of each particular age, regardless of the level of education.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.NENR.FE\",\"School enrollment, primary, female (% net)\",\"Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.NENR.MA\",\"School enrollment, primary, male (% net)\",\"Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Primary education provides children with basic reading, writing, and mathematics skills along with an elementary understanding of such subjects as history, geography, natural science, social science, art, and music.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.NENR.ZS\",\"Net Enrollment Ratio: Primary (in %)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SE.PRM.NINT.FE.ZS\",\"Net intake rate in grade 1, female (% of official school-age population)\",\"Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.NINT.MA.ZS\",\"Net intake rate in grade 1, male (% of official school-age population)\",\"Net intake rate in grade 1 is the number of new entrants in the first grade of primary education who are of official primary school entrance age, expressed as a percentage of the population of the corresponding age.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.NINT.ZS\",\"Net intake rate to Grade 1 of primary education, both sexes (%)\",\"Number of new entrants in the first grade of primary education who are of the official primary school-entrance age, expressed as a percentage of the population of the same age.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.OENR.FE.ZS\",\"Over-age students, primary, female (% of female enrollment)\",\"Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.OENR.MA.ZS\",\"Over-age students, primary, male (% of male enrollment)\",\"Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.OENR.ZS\",\"Over-age students, primary (% of enrollment)\",\"Over-age students are the percentage of those enrolled who are older than the official school-age range for primary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.PRIV.ZS\",\"Percentage of enrolment in primary education in private institutions (%)\",\"Total number of students in primary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in primary education.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.PRS5.FE.ZS\",\"Persistence to grade 5, female (% of cohort)\",\"Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.PRS5.MA.ZS\",\"Persistence to grade 5, male (% of cohort)\",\"Persistence to grade 5 (percentage of cohort reaching grade 5) is the share of children enrolled in the first grade of primary school who eventually reach grade 5. The estimate is based on the reconstructed cohort method.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.PRS5.ZS\",\"Survival rate to Grade 5 of primary education, both sexes (%)\",\"Percentage of a cohort of students enrolled in the first grade of primary education in a given school year who are expected to reach grade 5, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.PRSL.FE.ZS\",\"Survival rate to the last grade of primary education, female (%)\",\"Percentage of a cohort of female students enrolled in the first grade of primary education in a given school year who are expected to reach the last grade of primary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.PRSL.MA.ZS\",\"Survival rate to the last grade of primary education, male (%)\",\"Percentage of a cohort of male students enrolled in the first grade of primary education in a given school year who are expected to reach the last grade of primary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.PRSL.ZS\",\"Survival rate to the last grade of primary education, both sexes (%)\",\"Percentage of a cohort of students enrolled in the first grade of primary education in a given school year who are expected to reach the last grade of primary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.REPT.FE.ZS\",\"Percentage of repeaters in primary education, all grades, female (%)\",\"Total number of female students enrolled in the same grade as in the previous year, expressed as a percentage of all female students enrolled in primary school. It is calculated by dividing the sum of female repeaters in all grades of primary education by the total female enrolment of primary education and multiplying the result by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.REPT.MA.ZS\",\"Percentage of repeaters in primary education, all grades, male (%)\",\"Total number of male students enrolled in the same grade as in the previous year, expressed as a percentage of all male students enrolled in primary school. It is calculated by dividing the sum of male repeaters in all grades of primary education by the total male enrolment of primary education and multiplying the result by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.REPT.ZS\",\"Percentage of repeaters in primary education, all grades, both sexes (%)\",\"Total number of students enrolled in the same grade as in the previous year, expressed as a percentage of all students enrolled in primary school. It is calculated by dividing the sum of repeaters in all grades of primary education by the total enrolment of primary education and multiplying the result by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.TCAQ.FE.ZS\",\"Percentage of female teachers in primary education who are trained, female (%)\",\"Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.TCAQ.MA.ZS\",\"Percentage of male teachers in primary education who are trained, male (%)\",\"Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.TCAQ.ZS\",\"Percentage of teachers in primary education who are trained, both sexes (%)\",\"Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.TCHR\",\"Teachers in primary education, both sexes (number)\",\"Total number of teachers in public and private primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.TCHR.FE\",\"Teachers in primary education, female (number)\",\"Total number of female teachers in public and private primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.TCHR.FE.ZS\",\"Primary education, teachers (% female)\",\"Female teachers as a percentage of total primary education teachers includes full-time and part-time teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.TENR\",\"Adjusted net enrolment rate, primary, both sexes (%)\",\"Total number of students of the official primary school age group who are enrolled at primary or secondary education, expressed as a percentage of the corresponding population. Divide the total number of students in the official primary school age range who are enrolled in primary or secondary education by the population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official primary school participation age group in primary and secondary education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes (pre-primary education must be excluded). NERA gives more precise measure of the participation of the official primary school age population to the education system (excluding pre-primary education). It reflects the actual level of achievement of the Universal Primary Education (UPE) goal. In fact, while the Net enrolment rate (NER) shows the coverage of pupils in the official primary school age group in the primary education level only, the NERA extends the measure to those of the official primary school age range who have reached secondary education because they might access primary education earlier than the official entrance or they might skip some grades due to their performance. Increasing NERA might mirror improving participation of children in the official primary school age, the decrease of the target population or both. A value of 100% indicates theoretically that the country has accomplished the UPE goal. However, this condition is not sufficient for UPE due to, for example, a high repetition rate, which might lead pupils to dropout after primary school age without completing primary education. The difference between NERA and NER provides a measure of the proportion of children in the official primary age group who are enrolled in secondary education.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.TENR.FE\",\"Adjusted net enrollment rate, primary, female (% of primary school age children)\",\"Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.TENR.MA\",\"Adjusted net enrollment rate, primary, male (% of primary school age children)\",\"Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.UNER\",\"Out-of-school children of primary school age, both sexes (number)\",\"Children in the official primary school age range who are not enrolled in either primary or secondary schools.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.PRM.UNER.FE\",\"Children out of school, primary, female\",\"Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.UNER.FE.ZS\",\"Children out of school, female (% of female primary school age)\",\"Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.UNER.MA\",\"Children out of school, primary, male\",\"Children out of school are the number of primary-school-age children not enrolled in primary or secondary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.UNER.MA.ZS\",\"Children out of school, male (% of male primary school age)\",\"Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.PRM.UNER.ZS\",\"Children out of school (% of primary school age)\",\"Children out of school are the percentage of primary-school-age children who are not enrolled in primary or secondary school. Children in the official primary age group that are in preprimary education should be considered out of school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SCH.LIFE\",\"School life expectancy, primary to tertiary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Africa Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SCH.LIFE.FE\",\"Expected years of schooling, female\",\"Expected years of schooling is the number of years a child of school entrance age is expect to spend at school, or university, including years spent on repetition. It is the sum of the age-specific enrolment ratios for primary, secondary, post-secondary non-tertiary and tertiary education.\",\"Africa Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SCH.LIFE.MA\",\"Expected years of schooling, male\",\"Expected years of schooling is the number of years a child of school entrance age is expect to spend at school, or university, including years spent on repetition. It is the sum of the age-specific enrolment ratios for primary, secondary, post-secondary non-tertiary and tertiary education.\",\"Africa Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SCHL.JRSEC\",\"Number of schools at Junior Secondary Level\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SE.SCHL.PRM\",\"Number of schools at Primary Level\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SE.SCHL.SRSEC\",\"Number of schools at Senior Secondary level\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SE.SEC.AGES\",\"Official entrance age to lower secondary education (years)\",\"Age at which students would enter lower secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.CMPT.LO.FE.ZS\",\"Lower secondary completion rate, female (% of relevant age group)\",\"Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CMPT.LO.MA.ZS\",\"Lower secondary completion rate, male (% of relevant age group)\",\"Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CMPT.LO.ZS\",\"Lower secondary completion rate, total (% of relevant age group)\",\"Lower secondary education completion rate is measured as the gross intake ratio to the last grade of lower secondary education (general and pre-vocational). It is calculated as the number of new entrants in the last grade of lower secondary education, regardless of age, divided by the population at the entrance age for the last grade of lower secondary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.LO.FE.ZS\",\"Educational attainment, at least competed lower secondary, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.LO.MA.ZS\",\"Educational attainment, at least competed lower secondary, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.LO.ZS\",\"Educational attainment, at least competed lower secondary, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.PO.FE.ZS\",\"Educational attainment, at least competed post-secondary, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.PO.MA.ZS\",\"Educational attainment, at least competed post-secondary, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.PO.ZS\",\"Educational attainment, at least competed post-secondary, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.UP.FE.ZS\",\"Educational attainment, at least competed upper secondary, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.UP.MA.ZS\",\"Educational attainment, at least competed upper secondary, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.CUAT.UP.ZS\",\"Educational attainment, at least competed upper secondary, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.DURS\",\"Theoretical duration of secondary education (years)\",\"Number of grades (years) in secondary education (ISCED 2 and 3).\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.DURS.LO\",\"Theoretical duration of lower secondary education (years)\",\"Number of grades (years) in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.DURS.UP\",\"Theoretical duration of upper secondary education (years)\",\"Number of grades (years) in upper secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL\",\"Enrolment in secondary education, both sexes (number)\",\"Total number of students enrolled at public and private secondary education institutions regardless of age.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.FE\",\"Enrolment in secondary education, female (number)\",\"Total number of female students enrolled at public and private secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.FE.VO.ZS\",\"Percentage of female students in secondary education enrolled in vocational programmes, female (%)\",\"Total number of female students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.FE.ZS\",\"Secondary education, pupils (% female)\",\"Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.ENRL.GC\",\"Enrolment in secondary general, both sexes (number)\",\"Total number of students enrolled in general programmes at public and private secondary education institutions regardless of age.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.GC.FE\",\"Enrolment in secondary general, female (number)\",\"Total number of female students enrolled in general programmes at public and private secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.GC.FE.ZS\",\"Percentage of students in secondary general education who are female (%)\",\"Number of female students enrolled in general programmes at the secondary education level expressed as a percentage of the total number of students (male and female) enrolled in general programmes at the secondary education level in a given school year.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.LO.TC.ZS\",\"Pupil-teacher ratio, lower secondary\",\"Lower secondary school pupil-teacher ratio is the average number of pupils per teacher in lower secondary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.ENRL.MA.VO.ZS\",\"Percentage of male students in secondary education enrolled in vocational programmes, male (%)\",\"Total number of male students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.TC.ZS\",\"Pupil-teacher ratio in secondary education (headcount basis)\",\"Average number of pupils per teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.UP.TC.ZS\",\"Pupil-teacher ratio, upper secondary\",\"Upper secondary school pupil-teacher ratio is the average number of pupils per teacher in upper secondary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.ENRL.VO\",\"Enrolment in secondary vocational, both sexes (number)\",\"Total number of students enrolled in vocational programmes at public and private secondary education institutions. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.VO.FE\",\"Enrolment in secondary vocational, female (number)\",\"Total number of female students enrolled in vocational programmes at public and private secondary education institutions. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.VO.FE.ZS\",\"Percentage of students in secondary vocational education who are female (%)\",\"Number of female students enrolled in vocational programmes at the secondary education level expressed as a percentage of the total number of students (male and female) enrolled in vocational programmes at the secondary education level in a given school year.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRL.VO.ZS\",\"Percentage of students in secondary education enrolled in vocational programmes, both sexes (%)\",\"Total number of students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR\",\"Gross enrolment ratio, secondary, both sexes (%)\",\"Total enrollment in secondary education, regardless of age, expressed as a percentage of the population of official secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.FE\",\"School enrollment, secondary, female (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.ENRR.LO\",\"Gross enrolment ratio, lower secondary, both sexes (%)\",\"Total enrollment in lower secondary education, regardless of age, expressed as a percentage of the total population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.LO.FE\",\"Gross enrolment ratio, lower secondary, female (%)\",\"Total female enrollment in lower secondary education, regardless of age, expressed as a percentage of the total female population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.LO.MA\",\"Gross enrolment ratio, lower secondary, male (%)\",\"Total male enrollment in lower secondary education, regardless of age, expressed as a percentage of the total male population of official lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.MA\",\"School enrollment, secondary, male (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.ENRR.UP\",\"Gross enrolment ratio, upper secondary, both sexes (%)\",\"Total enrollment in upper secondary education, regardless of age, expressed as a percentage of the total population of official upper secondary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.UP.FE\",\"Gross enrolment ratio, upper secondary, female (%)\",\"Total female enrollment in upper secondary education, regardless of age, expressed as a percentage of the female population of official upper secondary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.ENRR.UP.MA\",\"Gross enrolment ratio, upper secondary, male (%)\",\"Total male enrollment in upper secondary education, regardless of age, expressed as a percentage of the male population of official upper secondary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.HIAT.LO.FE.ZS\",\"Educational attainment, completed lower secondary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.LO.MA.ZS\",\"Educational attainment, completed lower secondary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.LO.ZS\",\"Educational attainment, completed lower secondary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed lower secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.PO.FE.ZS\",\"Educational attainment, completed post-secondary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.PO.MA.ZS\",\"Educational attainment, completed post-secondary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.PO.ZS\",\"Educational attainment, completed post-secondary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.UP.FE.ZS\",\"Educational attainment, completed upper secondary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.UP.MA.ZS\",\"Educational attainment, completed upper secondary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.HIAT.UP.ZS\",\"Educational attainment, completed upper secondary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed upper secondary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.NENR\",\"Net enrolment rate, secondary, both sexes (%)\",\"Total number of students in the theoretical age group for secondary education enrolled in that level, expressed as a percentage of the total population in that age group. Divide the number of students enrolled who are of the official age group for secondary education by the population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.NENR.FE\",\"School enrollment, secondary, female (% net)\",\"Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.NENR.MA\",\"School enrollment, secondary, male (% net)\",\"Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.PRIV.ZS\",\"Percentage of enrolment in secondary education in private institutions (%)\",\"Total number of students in secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in secondary education.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.PROG.FE.ZS\",\"Progression to secondary school, female (%)\",\"Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.PROG.MA.ZS\",\"Progression to secondary school, male (%)\",\"Progression to secondary school refers to the number of new entrants to the first grade of secondary school in a given year as a percentage of the number of students enrolled in the final grade of primary school in the previous year (minus the number of repeaters from the last grade of primary education in the given year).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.PROG.ZS\",\"Effective transition rate from primary to lower secondary general education, both sexes (%)\\r\\n\",\"Number of students admitted to the first grade of a higher level of education in a given year, expressed as a percentage of the number of students enrolled in the final grade of the lower level of education in the previous year. Divide the number of new entrants in the first grade of the specified higher cycle or level of education by the number of pupils who were enrolled in the final grade of the preceding cycle or level of education in the previous school year, and multiply by 100. High transition rates indicate a high level of access or transition from one level of education to the next. They also reflect the intake capacity of the next level of education. Inversely, low transition rates can signal problems in the bridging between two cycles or levels of education, due to either deficiencies in the examination system, or inadequate admission capacity in the higher cycle or level of education, or both. This indicator can be distorted by incorrect distinction between new entrants and repeaters, especially in the first grade of the specified higher level of education. Students who interrupted their studies for one or more years after having completed the lower level of education, together with the migrant students, could also affect the quality of this indicator.\\r\\n\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCAQ.FE.ZS\",\"Percentage of female teachers in secondary education who are trained, female (%)\",\"Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the secondary level in the given country, expressed as a percentage of the total number of female teachers at the secondary level.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCAQ.LO.FE.ZS\",\"Trained teachers in lower secondary education, female (% of female teachers)\",\"Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.LO.MA.ZS\",\"Trained teachers in lower secondary education, male (% of male teachers)\",\"Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.LO.ZS\",\"Trained teachers in lower secondary education (% of total teachers)\",\"Trained teachers in lower secondary education are the percentage of lower secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.MA.ZS\",\"Percentage of male teachers in secondary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the secondary level in the given country, expressed as a percentage of the total number of male teachers at the secondary level.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCAQ.MA.ZS\",\"Percentage of male teachers in secondary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the secondary level in the given country, expressed as a percentage of the total number of male teachers at the secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCAQ.UP.FE.ZS\",\"Trained teachers in upper secondary education, female (% of female teachers)\",\"Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.UP.MA.ZS\",\"Trained teachers in upper secondary education, male (% of male teachers)\",\"Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.UP.ZS\",\"Trained teachers in upper secondary education (% of total teachers)\",\"Trained teachers in upper secondary education are the percentage of upper secondary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.TCAQ.ZS\",\"Percentage of teachers in secondary education who are trained, both sexes (%)\",\"Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the secondary level in the given country, expressed as a percentage of the total number of teachers at the secondary level.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCHR\",\"Teachers in secondary education, both sexes (number)\",\"Total number of teachers in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCHR.FE\",\"Teachers in secondary education, female (number)\",\"Total number of female teachers in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.SEC.TCHR.FE.ZS\",\"Secondary education, teachers (% female)\",\"Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.UNER.LO.FE.ZS\",\"Adolescents out of school, female (% of female lower secondary school age)\",\"Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.UNER.LO.MA.ZS\",\"Adolescents out of school, male (% of male lower secondary school age)\",\"Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SEC.UNER.LO.ZS\",\"Adolescents out of school (% of lower secondary school age)\",\"Adolescents out of school are the percentage of lower secondary school age adolescents who are not enrolled in school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.SRSEC.NENR.ZS\",\"Net Enrollment Ratio: Senior Secondary (in %)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SE.STUD.JRSEC\",\"Number of Student: Junior Secondary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.STUD.PRM\",\"Number of Student: Primary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.STUD.SRSEC\",\"Number of Student: Senior Secondary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.TCHR.JRSEC\",\"Number of Teacher: Junior Secondary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.TCHR.PRM\",\"Number of Teacher: Primary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.TCHR.SRSEC\",\"Number of Teacher: Senior Secondary Level (in number of people, 2009 data only)\",\"\",\"INDO-DAPOER\",\"Ministry of Education\"\n\"SE.TER.CMPL.FE.ZS\",\"Gross graduation ratio, tertiary, first degree programmes (ISCED 6 and 7), female (%)\",\"Number of graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the population of the theoretical graduation age of the most common first degree programme.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CMPL.MA.ZS\",\"Gross graduation ratio, tertiary, first degree programmes (ISCED 6 and 7), male (%)\",\"Number of graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the population of the theoretical graduation age of the most common first degree programme.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CMPL.ZS\",\"Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, both sexes (%)\",\"Number of graduates from first degree programmes (at ISCED 6 and 7) expressed as a percentage of the population of the theoretical graduation age of the most common first degree programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.CUAT.BA.FE.ZS\",\"Educational attainment, competed at least Bachelor's or equivalent, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.BA.MA.ZS\",\"Educational attainment, competed at least Bachelor's or equivalent, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.BA.ZS\",\"Educational attainment, competed at least Bachelor's or equivalent, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.DO.FE.ZS\",\"Educational attainment, competed Doctoral or equivalent, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.DO.MA.ZS\",\"Educational attainment, competed Doctoral or equivalent, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.DO.ZS\",\"Educational attainment, competed Doctoral or equivalent, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.MS.FE.ZS\",\"Educational attainment, competed at least Master's or equivalent, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.MS.MA.ZS\",\"Educational attainment, competed at least Master's or equivalent, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.MS.ZS\",\"Educational attainment, competed at least Master's or equivalent, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.ST.FE.ZS\",\"Educational attainment, competed at least short-cycle tertiary, population 25+, female (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.ST.MA.ZS\",\"Educational attainment, competed at least short-cycle tertiary, population 25+, male (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.CUAT.ST.ZS\",\"Educational attainment, competed at least short-cycle tertiary, population 25+, total (%) (cumulative)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.ENRL\",\"Enrolment in tertiary education, all programmes, both sexes (number)\",\"The total number of students enrolled at public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.ENRL.FE\",\"Enrolment in tertiary education, all programmes, female (number)\",\"The total number of female students enrolled at public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.ENRL.FE.ZS\",\"Percentage of students in tertiary education who are female (%)\",\"Number of female students at the tertiary education level (ISCED 5 to 8) expressed as a percentage of the total number of students (male and female) at the tertiary education level (ISCED 5 to 8) in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.ENRL.TC.ZS\",\"Pupil-teacher ratio, tertiary\",\"Tertiary school pupil-teacher ratio is the average number of pupils per teacher in tertiary school.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.ENRR\",\"Gross enrolment ratio, tertiary, both sexes (%)\",\"Total enrollment in tertiary education (ISCED 5 to 8), regardless of age, expressed as a percentage of the total population of the five-year age group following on from secondary school leaving.\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.TER.ENRR.FE\",\"School enrollment, tertiary, female (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.ENRR.MA\",\"School enrollment, tertiary, male (% gross)\",\"Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD\",\"Graduates from tertiary education, both sexes (number)\",\"Total number of students successfully completing tertiary education programmes (ISCED 5 to 8) in public and private tertiary education institutions during the reference academic year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.AG.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Agriculture programmes, female (%)\",\"Share of all female tertiary graduates who completed agriculture programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.AG.ZS\",\"Percentage of graduates from tertiary education graduating from Agriculture programmes, both sexes (%)\",\"Share of all tertiary graduates who completed agriculture programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.ED.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Education programmes, female (%)\",\"Share of all female tertiary graduates who completed education programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.ED.ZS\",\"Percentage of graduates from tertiary education graduating from Education programmes, both sexes (%)\",\"Share of all tertiary graduates who completed education programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.EN.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Engineering, Manufacturing and Construction programmes, female (%)\",\"Share of all female tertiary graduates who completed engineering, manufacturing and construction programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.EN.ZS\",\"Percentage of graduates from tertiary education graduating from Engineering, Manufacturing and Construction programmes, both sexes (%)\",\"Share of all tertiary graduates who completed engineering, manufacturing and construction programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.FE\",\"Graduates from tertiary education, female (number)\",\"Total number of female students successfully completing tertiary education programmes (ISCED 5 to 8) in public and private tertiary education institutions during the reference academic year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.FE.AG.ZS\",\"Female share of graduates in agriculture (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.ED.ZS\",\"Female share of graduates in education (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.EN.ZS\",\"Female share of graduates in engineering, manufacturing and construction (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.HL.ZS\",\"Female share of graduates in health and welfare (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.HU.ZS\",\"Female share of graduates in humanities and arts (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.OT.ZS\",\"Female share of graduates in unknown or unspecified fields (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.SC.ZS\",\"Female share of graduates in science (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.SS.ZS\",\"Female share of graduates in social science, business and law (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.SV.ZS\",\"Female share of graduates in services (%, tertiary)\",\"Female share of graduates in the given field of education, tertiary is the number of female graduates expressed as a percentage of the total number of graduates in the given field of education from tertiary education.\",\"Education Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.GRAD.FE.ZS\",\"Percentage of graduates from tertiary education who are female (%)\",\"Number of females completing tertiary education programmes (ISCED 5 to 8) expressed as a percentage of the total number of students (male and female) completing tertiary education programmes (ISCED 5 to 8) in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.HL.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Health and Welfare programmes, female (%)\",\"Share of all female tertiary graduates who completed health and welfare programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.HL.ZS\",\"Percentage of graduates from tertiary education graduating from Health and Welfare programmes, both sexes (%)\",\"Share of all tertiary graduates who completed health and welfare programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.HU.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Humanities and Arts programmes, female (%)\",\"Share of all female tertiary graduates who completed humanities and arts programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.HU.ZS\",\"Percentage of graduates from tertiary education graduating from Humanities and Arts programmes, both sexes (%)\",\"Share of all tertiary graduates who completed humanities and arts programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.OT.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from programmes in unspecified fields, female (%)\",\"Share of all female tertiary graduates who completed programmes in unspecified fields in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.OT.ZS\",\"Percentage of graduates from tertiary education graduating from programmes in unspecified fields, both sexes (%)\",\"Share of all tertiary graduates who completed programmes in unspecified fields in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SC.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Science programmes, female (%)\",\"Share of all female tertiary graduates who completed science programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SC.ZS\",\"Percentage of graduates from tertiary education graduating from Science programmes, both sexes (%)\",\"Share of all tertiary graduates who completed science programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SS.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Social Sciences, Business and Law programmes, female (%)\",\"Share of all female tertiary graduates who completed social sciences, business and law programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SS.ZS\",\"Percentage of graduates from tertiary education graduating from Social Sciences, Business and Law programmes, both sexes (%)\",\"Share of all tertiary graduates who completed social sciences, business and law programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SV.FE.ZS\",\"Percentage of female graduates from tertiary education graduating from Services programmes, female (%)\",\"Share of all female tertiary graduates who completed services programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.GRAD.SV.ZS\",\"Percentage of graduates from tertiary education graduating from Services programmes, both sexes (%)\",\"Share of all tertiary graduates who completed services programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.HIAT.BA.FE.ZS\",\"Educational attainment, completed Bachelor's or equivalent, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.BA.MA.ZS\",\"Educational attainment, completed Bachelor's or equivalent, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.BA.ZS\",\"Educational attainment, completed Bachelor's or equivalent, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.DO.FE.ZS\",\"Educational attainment, completed Doctoral or equivalent, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.DO.MA.ZS\",\"Educational attainment, completed Doctoral or equivalent, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.DO.ZS\",\"Educational attainment, completed Doctoral or equivalent, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed Doctoral or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.MS.FE.ZS\",\"Educational attainment, completed Master's or equivalent, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.MS.MA.ZS\",\"Educational attainment, completed Master's or equivalent, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.MS.ZS\",\"Educational attainment, completed Master's or equivalent, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed Master's or equivalent as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.ST.FE.ZS\",\"Educational attainment, completed short-cycle tertiary, population 25+ years, female (%)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.ST.MA.ZS\",\"Educational attainment, completed short-cycle tertiary, population 25+ years, male (%)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.HIAT.ST.ZS\",\"Educational attainment, completed short-cycle tertiary, population 25+ years, total (%)\",\"The percentage of population ages 25 and over that attained or completed short-cycle tertiary education as the highest level of education.\",\"Gender Statistics\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TER.PRIV.ZS\",\"Percentage of enrolment in tertiary education in private institutions (%)\",\"Total number of students in tertiary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in tertiary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.TCHR\",\"Teachers in tertiary education, both sexes (number)\",\"Total number of teachers in public and private tertiary education institutions (ISCED 5-8). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.TCHR.FE\",\"Teachers in tertiary education programmes, female (number)\\r\\n\",\"Total number of female teachers in public and private tertiary education institutions (ISCED 5-8). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.TER.TCHR.FE.ZS\",\"Tertiary education, academic staff (% female)\",\"Tertiary education, academic staff (% female) is the share of female academic staff in tertiary education.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.TOT.ENRR\",\"Gross enrolment ratio, primary to tertiary, both sexes (%)\",\"Total enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.CPRM.ZS\",\"Current education expenditure, primary (% of total expenditure in primary public institutions)\",\"Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.CSEC.ZS\",\"Current education expenditure, secondary (% of total expenditure in secondary public institutions)\",\"Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.CTER.ZS\",\"Current education expenditure, tertiary (% of total expenditure in tertiary public institutions)\",\"Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.CTOT.ZS\",\"Current education expenditure, total (% of total expenditure in public institutions)\",\"Current expenditure is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration).\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.CUR.TOTL.ZS\",\"Current expenditure as % of total expenditure in public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.MPRM.ZS\",\"All education staff compensation, primary (% of total expenditure in primary public institutions)\",\"All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.MSEC.ZS\",\"All education staff compensation, secondary (% of total expenditure in secondary public institutions)\",\"All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.MTER.ZS\",\"All education staff compensation, tertiary (% of total expenditure in tertiary public institutions)\",\"All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.MTOT.ZS\",\"All education staff compensation, total (% of total expenditure in public institutions)\",\"All staff (teacher and non-teachers) compensation is expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programs, and other allowances and benefits.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.PRIM.PC.ZS\",\"Government expenditure per student, primary (% of GDP per capita)\",\"Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.PRIM.ZS\",\"Expenditure on primary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.PTCH.ZS\",\"Spending on teaching materials, primary (% of primary expenditure)\",\"\",\"Africa Development Indicators\",\"\"\n\"SE.XPD.SECO.PC.ZS\",\"Government expenditure per student, secondary (% of GDP per capita)\",\"Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SE.XPD.SECO.ZS\",\"Expenditure on secondary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.STCH.ZS\",\"Spending on teaching materials, secondary (% of secondary expenditure)\",\"\",\"Africa Development Indicators\",\"\"\n\"SE.XPD.TCHR.XC.ZS\",\"Teachers' salaries (% of current education expenditure)\",\"\",\"Africa Development Indicators\",\"\"\n\"SE.XPD.TERT.PC.ZS\",\"Government expenditure per tertiary student as % of GDP per capita (%)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed as a percentage of GDP per capita. Divide total government expenditure for a given level of education (ex. primary, secondary) by total enrolment in that same level, divide again by GDP per capita, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.TERT.ZS\",\"Expenditure on tertiary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.TOTL.GB.ZS\",\"Expenditure on education as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Public education expenditure includes spending by local/municipal, regional and national governments (excluding household contributions) on educational institutions (both public and private), education administration, and subsidies for private entities (students/households and other privates entities). In some instances data on total public expenditure on education refers only to the ministry of education and can exclude other ministries that spend a part of their budget on educational activities. The indicator is calculated by dividing total public expenditure on education incurred by all government agencies/departments by the total government expenditure and multiplying by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"World Development Indicators\",\"UNESCO Institute for Statistics\"\n\"SE.XPD.TOTL.GD.ZS\",\"Government expenditure on education, total (% of GDP)\",\"General government expenditure on education (current, capital, and transfers) is expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. General government usually refers to local, regional and central governments.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SG.COK.CHCO.ZS\",\"Main cooking fuel: charcoal (% of households)\",\"Percentage of households who use charcoal as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.CROP.ZS\",\"Main cooking fuel: agricultural crop (% of households)\",\"Percentage of households who use agricultural crop as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.DUNG.ZS\",\"Main cooking fuel: dung (% of households)\",\"Percentage of households who use dung as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.ELEC.ZS\",\"Main cooking fuel: electricity (% of households)\",\"Percentage of households who use electricity as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.HOUS.ZS\",\"Location of cooking: inside the house (% of households)\",\"Percentage of households who do their cooking inside the house\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.LPGN.ZS\",\"Main cooking fuel: LPG/natural gas/biogas (% of households)\",\"Percentage of households who use Liquified Petroleum Gas (LPG) or natural gas or biogas as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.OTHR.ZS\",\"Location of cooking: other places (% of households)\",\"Percentage of households who do their cooking in other places\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.OUTD.ZS\",\"Location of cooking: outdoors (% of households)\",\"Percentage of households who do their cooking outdoors\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.SBLD.ZS\",\"Location of cooking: separate building (% of households)\",\"Percentage of households who do their cooking in a separate building\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.STRW.ZS\",\"Main cooking fuel: straw/shrubs/grass (% of households)\",\"Percentage of households who use straw/shrubs/grass as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.COK.WOOD.ZS\",\"Main cooking fuel: wood (% of households)\",\"Percentage of households who use wood as thier main cooking fuel\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.ALLD.FN.ZS\",\"Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)\",\"Women participating in the three decisions (own health care, major household purchases, and visiting family) is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in all of the three decisions (Own health care, large purchases and visits to family, relatives, friends)\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.DPCH.FN.ZS\",\"Women participating in making daily purchase decisions (% of women age 15-49)\",\"Women participating in making daily purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making daily purchases\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.FOOD.FN.ZS\",\"Women participating in decision of what food to cook daily (% of women age 15-49)\",\"Women participating in decision of what food to cook daily is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in what food to cook daily\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.FN.ZS\",\"Women participating in own health care decisions (% of women age 15-49)\",\"Women Participating in own health care decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in own health care\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.HB.ZS\",\"Decision maker about a woman's own health care: mainly husband (% of women age 15-49)\",\"Decision maker about women own health care: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.OT.ZS\",\"Decision maker about a woman's own health care: other (% of women age 15-49)\",\"Decision maker about women own health care: other is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is recorded as 'other'\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.SE.ZS\",\"Decision maker about a woman's own health care: someone else (% of women age 15-49)\",\"Decision maker about women own health care: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly someone else\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.WF.ZS\",\"Decision maker about a woman's own health care: mainly wife  (% of women age 15-49)\",\"Decision maker about women own health care: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.HLTH.WH.ZS\",\"Decision maker about a woman's own health care: wife and husband jointly (% of women age 15-49)\",\"Decision maker about women own health care: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for their own health care is mainly the respondent and her husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.NONE.FN.ZS\",\"Women participating in none of the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49)\",\"Women participating in none of the three decisions (own health care, major household purchases, and visiting family) is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in none of the three decisions (own health care, major household purchases, and visiting family)\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.FN.ZS\",\"Women participating in making major household purchase decisions (% of women age 15-49)\",\"Women participating in making major household purchase decisions is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in making major household purchases\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.HB.ZS\",\"Decision maker about major household purchases: mainly husband (% of women age 15-49)\",\"Decision maker about ajor household purchases: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.OT.ZS\",\"Decision maker about major household purchases: other (% of women age 15-49)\",\"Decision maker about major household purchases: other is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is recorded as 'other'\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.SE.ZS\",\"Decision maker about major household purchases: someone else (% of women age 15-49)\",\"Decision maker about Major household purchases: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly someone else\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.WF.ZS\",\"Decision maker about major household purchases: mainly wife (% of women age 15-49)\",\"Decision maker about major household purchases: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.PRCH.WH.ZS\",\"Decision maker about major household purchases: wife and husband jointly (% of women age 15-49)\",\"Decision maker about major household purchases: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for major household purchases is mainly the respondent and her husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.FN.ZS\",\"Women participating in decision of visits to family, relatives, friends (% of women age 15-49)\",\"Women participating in decision of visits to family, relatives, friends is Percentage of currently married women aged 15-49 who say that they alone or jointly have the final say in visits to family, relatives, friends\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.HB.ZS\",\"Decision maker about a woman's visits to her family or relatives: mainly husband (% of women age 15-49)\",\"Decision maker about a woman's visits to her family or relatives: mainly husband is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.OT.ZS\",\"Decision maker about a woman's visits to her family or relatives: other (% of women age 15-49)\",\"Decision maker about a woman's visits to her family or relatives: other is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is recorded as 'other'\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.SE.ZS\",\"Decision maker about a woman's visits to her family or relatives: someone else (% of women age 15-49)\",\"Decision maker about a woman's visits to her family or relatives: someone else is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly someone else\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.WF.ZS\",\"Decision maker about a woman's visits to her family or relatives: mainly wife (% of women age 15-49)\",\"Decision maker about a woman's visits to her family or relatives: mainly wife is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.DMK.VISI.WH.ZS\",\"Decision maker about Visits to her family or relatives: wife and husband jointly (% of women age 15-49)\",\"Decision maker about Visits to her family or relatives: wife and husband jointly is Percentage of currently married women aged 15-49 for whom the decision maker for visits to her family or relatives is mainly the respondent and her husband\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.GEN.LSOM.ZS\",\"Female legislators, senior officials and managers (% of total)\",\"Female legislators, senior officials and managers (% of total) refers to the share of legislators, senior officials and managers who are female.\",\"World Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SG.GEN.MNST.ZS\",\"Proportion of women in ministerial level positions (%)\",\"Women in ministerial level positions is the proportion of women in ministerial or equivalent positions (including deputy prime ministers) in the government. Prime Ministers/Heads of Government are included when they hold ministerial portfolios. Vice-Presidents and heads of governmental or public agencies are excluded.\",\"Gender Statistics\",\"Inter-Parliamentary Union (IPU). Women in Politics.\"\n\"SG.GEN.PARL.ZS\",\"Proportion of seats held by women in national parliaments (%)\",\"Women in parliaments are the percentage of parliamentary seats in a single or lower chamber held by women.\",\"World Development Indicators\",\"Inter-Parliamentary Union (IPU) (www.ipu.org).\"\n\"SG.GEN.TECH.ZS\",\"Female professional and technical workers (% of total)\",\"Female professional and technical workers refers to the share of professionals and technical workers who are female. Women's share of positions are defined according to the International Standard Classification of Occupations (ISCO-88) to include physical, mathematical and engineering science professionals (and associate professionals), life science and health professionals (and associate professionals), teaching professionals (and associate professionals) and other professionals and associate professionals.\",\"Gender Statistics\",\"Gender, Institutions and Development Database, Organization for Economic Co-operation and Development (OECD), web site: http://www.oecd.org/document/16/0,3343,en_2649_33935_39323280_1_1_1_1,00.html.\"\n\"SG.H2O.PRMS.HH.ZS\",\"Households with water on the premises (%)\",\"Percentage of households who have a water source on their premises\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.H2O.TL30.HH.ZS\",\"Households with water less than 30 minutes away round trip (%)\",\"Percentage of households who have a water source in less than 30 minutes away round trip\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.H2O.TM30.HH.ZS\",\"Households with water 30 minutes or longer away round trip (%)\",\"Percentage of households who have a water source 30 minutes or longer away round trip\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.JOB.NOPN.EQ\",\"Nonpregnant and nonnursing women can do the same jobs as men (1=yes; 0=no)\",\"Non-pregnant and non-nursing women can do the same jobs as men indicates whether there are specific jobs that women explicitly or implicitly cannot perform except in limited circumstances. Both partial and full restrictions on women’s work are counted as restrictions. For example, if women are only allowed to work in certain jobs within the mining industry, e.g., as health care professionals within mines but not as miners, this is a restriction.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LAW.CHMR\",\"Law prohibits or invalidates child or early marriage (1=yes; 0=no)\",\"Law prohibits or invalidates child or early marriage is whether there are provisions that prevent the marriage of girls, boys, or both before they reach the legal age of marriage or the age of marriage with consent, including, for example, a prohibition on registering the marriage or provisions stating that such a marriage is null and void.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LAW.EQRM.WK\",\"Law mandates equal remuneration for females and males for work of equal value (1=yes; 0=no)\",\"Law mandates equal remuneration for females and males for work of equal value is whether there is a law that obligates employers to pay equal remuneration to male and female employees who do work of equal value.“Remuneration” refers to the ordinary, basic or minimum wage or salary and any additional emoluments payable directly or indirectly, whether in cash or in kind, by the employer to the worker and arising out of the worker’s employment. “Work of equal value” refers not only to the same or similar jobs but also to different jobs of the same value.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LAW.LEVE.PU\",\"Law mandates paid or unpaid maternity leave (1=yes; 0=no)\",\"Law mandates paid or unpaid maternity leave is whether there is a law mandating paid or unpaid maternity leave available only to the mother. Provisions for circumstantial leave by which an employee is entitled to a certain number of days of paid leave (usually fewer than five days) upon the birth of a child are considered paternity leave; even if the law is gender-neutral, such leave is not considered maternity leave if the law covers maternity leave elsewhere.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LAW.NODC.HR\",\"Law mandates nondiscrimination based on gender in hiring (1=yes; 0=no)\",\"Law mandates nondiscrimination based on gender in hiring is whether the law specifically prevents or penalizes gender-based discrimination in the hiring process; the law may prohibit discrimination in employment on the basis of gender but be silent about whether job applicants are protected from discrimination. Hiring refers to the process of employing a person for wages and making a selection by presenting a candidate with a job offer. Job advertisements, selection criteria and recruitment, although equally important, are not considered “hiring” for purposes of this question.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LAW.OBHB.MR\",\"Married women are required by law to obey their husbands (1=yes; 0=no)\",\"Married women are required by law to obey their husbands is whether there is an explicit provision stating that a married woman must obey her husband, or a provision states that disobedience toward her husband has legal ramifications for the wife, such as loss of maintenance.\",\"Gender Statistics\",\"World Bank, Women, Business and the Law.\"\n\"SG.LEG.DVAW\",\"Legislation exists on domestic violence (1=yes; 0=no)\",\"Legislation exists on domestic violence is whether there is legislation addressing domestic violence: violence between spouses, within the family or members of the same household, or in interpersonal relationships, including intimate partner violence that is subject to criminal sanctions or provides for protection orders for domestic violence, or the legislation addresses “cruel, inhuman or degrading treatment” or “harassment” that clearly affects physical or mental health, and it is implied that such behavior is considered domestic violence.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.LEG.MRRP\",\"Legislation explicitly criminalizes marital rape (1=yes; 0=no)\",\"Legislation explicitly criminalizes marital rape is whether there is legislation that explicitly criminalizes the act of marital rape by providing that rape or sexual assault provisions apply “irrespective of the nature of the relationship” between the perpetrator and complainant or by stating that “no marriage or other relationship shall constitute a defense to a charge of rape or sexual assault under the legislation”.\",\"Gender Statistics\",\"World Bank, Women, Business and the Law.\"\n\"SG.LEG.SXHR\",\"Legislation specifically addresses sexual harassment (1=yes; 0=no)\",\"Legislation specifically addresses sexual harassment is whether there is a law or specific provisions on sexual harassment; provisions may be general or apply only to employment. Legislation specifically addresses and protects against sexual harassment, including unwelcome sexual advances; requests for sexual favors; verbal or physical conduct or gestures of a sexual nature; annoyance, if understood to include harassment with sexual content; or any other behavior of a sexual nature that might reasonably be expected or be perceived to cause offense or humiliation to another, or sexual harassment is considered “discrimination,” and legislation protects against discrimination, or there is a provision protecting against sexual harassment in employment, including provisions on inducing indecent or lewd behavior coupled with financial or official dependence or authority, abuse of position or authority, or language that can be clearly interpreted to mean such dependence or abuse.\",\"Gender Statistics\",\"World Bank, Women, Business and the Law.\"\n\"SG.MMR.LEVE.EP\",\"Mothers are guaranteed an equivalent position after maternity leave (1=yes; 0=no)\",\"Mothers are guaranteed an equivalent position after maternity leave is whether employers of women returning from maternity leave are legally obligated to provide them with an equivalent position after maternity leave. It takes into account paid and unpaid maternity leave and captures whether the employer has a legal obligation to reinstate the returning employee in an equivalent or better position and salary than the employee had pre-leave. Where the maternity leave regime explicitly states that the employee may not be indefinitely replaced, the answer is assumed to be “Yes.” Where the maternity leave regime explicitly establishes a suspension of the employee’s contract, the answer is assumed to be “Yes.” In economies that also have parental leave and the law guarantees return after the leave to the same or an equivalent position paid at the same rate but is silent on guaranteeing the same position after maternity leave, the answer is “Yes.” The answer is “N/A” if no paid or unpaid maternity leave is available.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.NOD.CONS\",\"Nondiscrimination clause mentions gender in the constitution (1=yes; 0=no)\",\"Nondiscrimination clause mentions gender in the constitution is whether there is a nondiscrimination clause in the constitution which mentions gender. For the answer to be “Yes,” the constitution must use either the word discrimination or the word nondiscrimination or even when there is a “clawback” provision granting exceptions to the nondiscrimination clause for certain areas of the law, such as inheritance, family and customary law. The answer is “No” if there is no nondiscrimination provision, or the nondiscrimination language is present in the preamble but not in an article of the constitution, or there is a provision that merely stipulates that the sexes are equal, or the sexes have equal rights and obligations. The answer is \\\"N/A\\\" if there is no nondiscrimination provision.\",\"World Development Indicators\",\"World Bank: Women, Business and the Law.\"\n\"SG.OBT.IDCD.MR\",\"Married women can obtain a national ID card in the same way as married men (1=yes; 0=no)\",\"Married women can obtain a national ID card in the same way as married men is equality in the process for obtaining a national identity card by married woman compared to married man. The answer is “Yes” if there are no inequalities in the process for obtaining a national identity card. If married men must provide a marriage certificate or birth certificate as proof of name, whereas married women must provide a marriage certificate, the answer is still “Yes.” The answer is “No” if a married woman must provide a marriage certificate, but a married man need not, or a married woman, but not a married man, must provide additional signatures, such as those of the husband, father or guardian, or a married woman must indicate the name of her spouse, but a married man is not so required, or identity cards are optional for women, but required for men, or the identity card of a married woman displays the name of her spouse, but the identity card of a married man does not. The answer is “N/A” if there is no national identity card.\",\"Gender Statistics\",\"World Bank, Women, Business and the Law.\"\n\"SG.OWN.HSAJ.FE.Q1.ZS\",\"Women who own house both alone and jointly (% of women age 15-49): Q1 (lowest)\",\"Women who own house both alone and jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.FE.Q2.ZS\",\"Women who own house both alone and jointly (% of women age 15-49): Q2\",\"Women who own house both alone and jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.FE.Q3.ZS\",\"Women who own house both alone and jointly (% of women age 15-49): Q3\",\"Women who own house both alone and jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.FE.Q4.ZS\",\"Women who own house both alone and jointly (% of women age 15-49): Q4\",\"Women who own house both alone and jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.FE.Q5.ZS\",\"Women who own house both alone and jointly (% of women age 15-49): Q5 (highest)\",\"Women who own house both alone and jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.FE.ZS\",\"Women who own house both alone and jointly (% of women age 15-49)\",\"Women who own house both alone and jointly (% of women age 15-49) is the percentage of women age 15-49 who alone as well as jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a house alone and another house jointly with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.Q1.ZS\",\"Men who own house both alone and jointly (% of men): Q1 (lowest)\",\"Men who own house both alone and jointly (% of men): Q1 (lowest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.Q2.ZS\",\"Men who own house both alone and jointly (% of men): Q2\",\"Men who own house both alone and jointly (% of men): Q2 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.Q3.ZS\",\"Men who own house both alone and jointly (% of men): Q3\",\"Men who own house both alone and jointly (% of men): Q3 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.Q4.ZS\",\"Men who own house both alone and jointly (% of men): Q4\",\"Men who own house both alone and jointly (% of men): Q4 is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.Q5.ZS\",\"Men who own house both alone and jointly (% of men): Q5 (highest)\",\"Men who own house both alone and jointly (% of men): Q5 (highest) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAJ.MA.ZS\",\"Men who own house both alone and jointly (% of men)\",\"Men who own house both alone and jointly (% of men) is the percentage of men who both solely and jointly with someone else own a house which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a house alone and another house jointly with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.Q1.ZS\",\"Women who own house alone (% of women age 15-49): Q1 (lowest)\",\"Women who own house alone (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.Q2.ZS\",\"Women who own house alone (% of women age 15-49): Q2\",\"Women who own house alone (% of women age 15-49): Q2 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.Q3.ZS\",\"Women who own house alone (% of women age 15-49): Q3\",\"Women who own house alone (% of women age 15-49): Q3 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.Q4.ZS\",\"Women who own house alone (% of women age 15-49): Q4\",\"Women who own house alone (% of women age 15-49): Q4 is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.Q5.ZS\",\"Women who own house alone (% of women age 15-49): Q5 (highest)\",\"Women who own house alone (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone). Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.FE.ZS\",\"Women who own house alone (% of women age 15-49)\",\"Women who own house alone (% of women age 15-49) is the percentage of women age 15-49 who only own a house, which legally registered with their name or cannot be sold without their signature, alone (don't share ownership with anyone).\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.Q1.ZS\",\"Men who own house alone (% of men): Q1 (lowest)\",\"Men who own house alone (% of men): Q1 (lowest) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.Q2.ZS\",\"Men who own house alone (% of men): Q2\",\"Men who own house alone (% of men): Q2 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.Q3.ZS\",\"Men who own house alone (% of men): Q3\",\"Men who own house alone (% of men): Q3 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.Q4.ZS\",\"Men who own house alone (% of men): Q4\",\"Men who own house alone (% of men): Q4 is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.Q5.ZS\",\"Men who own house alone (% of men): Q5 (highest)\",\"Men who own house alone (% of men): Q5 (highest) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSAL.MA.ZS\",\"Men who own house alone (% of men)\",\"Men who own house alone (% of men) is the percentage of men who only solely own a house which is legally registered with their name or cannot be sold without their signature.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.Q1.ZS\",\"Women who own house jointly (% of women age 15-49): Q1 (lowest)\",\"Women who own house jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.Q2.ZS\",\"Women who own house jointly (% of women age 15-49): Q2\",\"Women who own house jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.Q3.ZS\",\"Women who own house jointly (% of women age 15-49): Q3\",\"Women who own house jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.Q4.ZS\",\"Women who own house jointly (% of women age 15-49): Q4\",\"Women who own house jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.Q5.ZS\",\"Women who own house jointly (% of women age 15-49): Q5 (highest)\",\"Women who own house jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.FE.ZS\",\"Women who own house jointly (% of women age 15-49)\",\"Women who own house jointly (% of women age 15-49) is the percentage of women age 15-49 who only jointly own a house, which is legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a house on her own, but instead jointly owns one with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.Q1.ZS\",\"Men who own house jointly (% of men): Q1 (lowest)\",\"Men who own house jointly (% of men): Q1 (lowest) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.Q2.ZS\",\"Men who own house jointly (% of men): Q2\",\"Men who own house jointly (% of men): Q2 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.Q3.ZS\",\"Men who own house jointly (% of men): Q3\",\"Men who own house jointly (% of men): Q3 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.Q4.ZS\",\"Men who own house jointly (% of men): Q4\",\"Men who own house jointly (% of men): Q4 is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.Q5.ZS\",\"Men who own house jointly (% of men): Q5 (highest)\",\"Men who own house jointly (% of men): Q5 (highest) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSJT.MA.ZS\",\"Men who own house jointly (% of men)\",\"Men who own house jointly (% of men) is the percentage of men who only jointly own a house, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a house on his own, but instead jointly owns one with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.Q1.ZS\",\"Women who do not own house (% of women age 15-49): Q1 (lowest)\",\"Women who do not own house (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.Q2.ZS\",\"Women who do not own house (% of women age 15-49): Q2\",\"Women who do not own house (% of women age 15-49): Q2 is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.Q3.ZS\",\"Women who do not own house (% of women age 15-49): Q3\",\"Women who do not own house (% of women age 15-49): Q3 is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.Q4.ZS\",\"Women who do not own house (% of women age 15-49): Q4\",\"Women who do not own house (% of women age 15-49): Q4 is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.Q5.ZS\",\"Women who do not own house (% of women age 15-49): Q5 (highest)\",\"Women who do not own house (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.FE.ZS\",\"Women who do not own house (% of women age 15-49)\",\"Women who do not own house (% of women age 15-49) is the percentage of women age 15-49 who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.Q1.ZS\",\"Men who do not own house (% of men): Q1 (lowest)\",\"Men who do not own house (% of men): Q1 (lowest) is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.Q2.ZS\",\"Men who do not own house (% of men): Q2\",\"Men who do not own house (% of men): Q2 is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.Q3.ZS\",\"Men who do not own house (% of men): Q3\",\"Men who do not own house (% of men): Q3 is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.Q4.ZS\",\"Men who do not own house (% of men): Q4\",\"Men who do not own house (% of men): Q4 is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.Q5.ZS\",\"Men who do not own house (% of men): Q5 (highest)\",\"Men who do not own house (% of men): Q5 (highest) is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.HSNO.MA.ZS\",\"Men who do not own house (% of men)\",\"Men who do not own house (% of men) is the percentage of men who don’t own any house, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.Q1.ZS\",\"Women who own land both alone and jointly (% of women age 15-49): Q1 (lowest)\",\"Women who own land both alone and jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.Q2.ZS\",\"Women who own land both alone and jointly (% of women age 15-49): Q2\",\"Women who own land both alone and jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.Q3.ZS\",\"Women who own land both alone and jointly (% of women age 15-49): Q3\",\"Women who own land both alone and jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.Q4.ZS\",\"Women who own land both alone and jointly (% of women age 15-49): Q4\",\"Women who own land both alone and jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.Q5.ZS\",\"Women who own land both alone and jointly (% of women age 15-49): Q5 (highest)\",\"Women who own land both alone and jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.FE.ZS\",\"Women who own land both alone and jointly (% of women age 15-49)\",\"Women who own land both alone and jointly (% of women age 15-49) is the percentage of women age 15-49 who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a woman owns a land alone and another land jointly with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.Q1.ZS\",\"Men who own land both alone and jointly (% of men): Q1 (lowest)\",\"Men who own land both alone and jointly (% of men): Q1 (lowest) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.Q2.ZS\",\"Men who own land both alone and jointly (% of men): Q2\",\"Men who own land both alone and jointly (% of men): Q2 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.Q3.ZS\",\"Men who own land both alone and jointly (% of men): Q3\",\"Men who own land both alone and jointly (% of men): Q3 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.Q4.ZS\",\"Men who own land both alone and jointly (% of men): Q4\",\"Men who own land both alone and jointly (% of men): Q4 is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.Q5.ZS\",\"Men who own land both alone and jointly (% of men): Q5 (highest)\",\"Men who own land both alone and jointly (% of men): Q5 (highest) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAJ.MA.ZS\",\"Men who own land both alone and jointly (% of men)\",\"Men who own land both alone and jointly (% of men) is the percentage of men who both solely and jointly with someone else own a land which is legally registered with their name or cannot be sold without their signature. \\\"Both alone and jointly\\\" Implies a man owns a land alone and another land jointly with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.Q1.ZS\",\"Women who own land alone (% of women age 15-49): Q1 (lowest)\",\"Women who own land alone (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.Q2.ZS\",\"Women who own land alone (% of women age 15-49): Q2\",\"Women who own land alone (% of women age 15-49): Q2 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.Q3.ZS\",\"Women who own land alone (% of women age 15-49): Q3\",\"Women who own land alone (% of women age 15-49): Q3 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.Q4.ZS\",\"Women who own land alone (% of women age 15-49): Q4\",\"Women who own land alone (% of women age 15-49): Q4 is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.Q5.ZS\",\"Women who own land alone (% of women age 15-49): Q5 (highest)\",\"Women who own land alone (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.FE.ZS\",\"Women who own land alone (% of women age 15-49)\",\"Women who own land alone (% of women age 15-49) is the percentage of women age 15-49 who only solely own a land which is legally registered with their name or cannot be sold without their signature.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.Q1.ZS\",\"Men who own land alone (% of men): Q1 (lowest)\",\"Men who own land alone (% of men): Q1 (lowest) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.Q2.ZS\",\"Men who own land alone (% of men): Q2\",\"Men who own land alone (% of men): Q2 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.Q3.ZS\",\"Men who own land alone (% of men): Q3\",\"Men who own land alone (% of men): Q3 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.Q4.ZS\",\"Men who own land alone (% of men): Q4\",\"Men who own land alone (% of men): Q4 is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.Q5.ZS\",\"Men who own land alone (% of men): Q5 (highest)\",\"Men who own land alone (% of men): Q5 (highest) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDAL.MA.ZS\",\"Men who own land alone (% of men)\",\"Men who own land alone (% of men) is the percentage of men who solely own a land which is legally registered with their name or cannot be sold without their signature.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.Q1.ZS\",\"Women who own land jointly (% of women age 15-49): Q1 (lowest)\",\"Women who own land jointly (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.Q2.ZS\",\"Women who own land jointly (% of women age 15-49): Q2\",\"Women who own land jointly (% of women age 15-49): Q2 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.Q3.ZS\",\"Women who own land jointly (% of women age 15-49): Q3\",\"Women who own land jointly (% of women age 15-49): Q3 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.Q4.ZS\",\"Women who own land jointly (% of women age 15-49): Q4\",\"Women who own land jointly (% of women age 15-49): Q4 is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.Q5.ZS\",\"Women who own land jointly (% of women age 15-49): Q5 (highest)\",\"Women who own land jointly (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.FE.ZS\",\"Women who own land jointly (% of women age 15-49)\",\"Women who own land jointly (% of women age 15-49) is the percentage of women age 15-49 who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the woman doesn’t own a land on her own, but instead jointly owns one with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.Q1.ZS\",\"Men who own land jointly (% of men): Q1 (lowest)\",\"Men who own land jointly (% of men): Q1 (lowest) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.Q2.ZS\",\"Men who own land jointly (% of men): Q2\",\"Men who own land jointly (% of men): Q2 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.Q3.ZS\",\"Men who own land jointly (% of men): Q3\",\"Men who own land jointly (% of men): Q3 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.Q4.ZS\",\"Men who own land jointly (% of men): Q4\",\"Men who own land jointly (% of men): Q4 is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.Q5.ZS\",\"Men who own land jointly (% of men): Q5 (highest)\",\"Men who own land jointly (% of men): Q5 (highest) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDJT.MA.ZS\",\"Men who own land jointly (% of men)\",\"Men who own land jointly (% of men) is the percentage of men who only jointly own a land, which legally registered with their name or cannot be sold without their signature, with someone else. \\\"Only jointly\\\" implies the man doesn’t own a land on his own, but instead jointly owns one with someone else.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.Q1.ZS\",\"Women who do not own land (% of women age 15-49): Q1 (lowest)\",\"Women who do not own land (% of women age 15-49): Q1 (lowest) is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.Q2.ZS\",\"Women who do not own land (% of women age 15-49): Q2\",\"Women who do not own land (% of women age 15-49): Q2 is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.Q3.ZS\",\"Women who do not own land (% of women age 15-49): Q3\",\"Women who do not own land (% of women age 15-49): Q3 is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.Q4.ZS\",\"Women who do not own land (% of women age 15-49): Q4\",\"Women who do not own land (% of women age 15-49): Q4 is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.Q5.ZS\",\"Women who do not own land (% of women age 15-49): Q5 (highest)\",\"Women who do not own land (% of women age 15-49): Q5 (highest) is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.FE.ZS\",\"Women who do not own land (% of women age 15-49)\",\"Women who do not own land (% of women age 15-49) is the percentage of women age 15-49 who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.Q1.ZS\",\"Men who do not own land (% of men): Q1 (lowest)\",\"Men who do not own land (% of men): Q1 (lowest) is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.Q2.ZS\",\"Men who do not own land (% of men): Q2\",\"Men who do not own land (% of men): Q2 is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.Q3.ZS\",\"Men who do not own land (% of men): Q3\",\"Men who do not own land (% of men): Q3 is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.Q4.ZS\",\"Men who do not own land (% of men): Q4\",\"Men who do not own land (% of men): Q4 is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.Q5.ZS\",\"Men who do not own land (% of men): Q5 (highest)\",\"Men who do not own land (% of men): Q5 (highest) is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.LDNO.MA.ZS\",\"Men who do not own land (% of men)\",\"Men who do not own land (% of men) is the percentage of men who don’t own any land, which legally registered with their name or cannot be sold without their signature, either solely or jointly with someone else or both.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.OWN.PRRT.MR\",\"Married men and married women have equal ownership rights to property (1=yes; 0=no)\",\"Married men and married women have equal ownership rights to property is whether both married men and married women have the same ownership rights to property. Ownership rights as used here covers the ability to manage, control, administer, access, encumber, receive, dispose of and transfer property. The answer is “Yes” when there is no specific legal restriction related to property applied to married women or men based on gender. The answer is “No” when there are gender differences in the legal treatment of spousal property, for example, if husbands are granted administrative control over marital property.\",\"Gender Statistics\",\"World Bank, Women, Business and the Law.\"\n\"SG.POP.MIGR.FE.ZS\",\"Female migrants (% of international migrant stock)\",\"Percentage of female migrants out of total international migrant stock. International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees.\",\"Gender Statistics\",\"United Nations Population Division, Trends in International Migrant Stock: 2015 Revision.\"\n\"SG.RSX.BRTH.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.BRTH.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.BRTH.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.BRTH.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.BRTH.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.BRTH.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she has recently given birth (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she has recently given birth.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.NORS.ZS\",\"Women who believe a wife is justified refusing sex with her husband for none of the reasons (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for none of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.REAS.ZS\",\"Women who believe a wife is justified refusing sex with her husband for all of the reasons (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband for all of the reasons: husband has sexually transmitted disease, husband has sex with other women, recently given birth, tired or not in the mood.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.SXOT.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sex with other women (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sex with other women.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TIRD.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she is tired or not in the mood (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she is tired or not in the mood.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.Q1.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q1 (lowest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.Q2.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q2\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.Q3.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q3\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.Q4.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q4\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.Q5.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%): Q5 (highest)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.RSX.TMDS.ZS\",\"Women who believe a wife is justified refusing sex with her husband if she knows he has sexually transmitted disease (%)\",\"Percentage of women aged 15-49 who believe that a wife is justified in refusing to have sex with her husband if she knows husband has sexually transmitted disease.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS)\"\n\"SG.VAW.ARGU.Q1.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.ARGU.Q2.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.ARGU.Q3.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.ARGU.Q4.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.ARGU.Q5.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.ARGU.ZS\",\"Women who believe a husband is justified in beating his wife when she argues with him (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she argues with him.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.Q1.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.Q2.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.Q3.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.Q4.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.Q5.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.BURN.ZS\",\"Women who believe a husband is justified in beating his wife when she burns the food (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she burns the food.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.Q1.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.Q2.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.Q3.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.Q4.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.Q5.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.GOES.ZS\",\"Women who believe a husband is justified in beating his wife when she goes out without telling him (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she goes out without telling him.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.MARR.ZS\",\"Spousal physical or sexual violence in last 12 months (%)\",\"Spousal physical or sexual violence is the percentage of ever-married women aged 15-49 who have experienced physical or sexual violence in the last 12 months committed by their husband or partner.\",\"Sustainable Development Goals \",\"Demographic and Health Surveys (DHS).\"\n\"SG.VAW.NEGL.Q1.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.NEGL.Q2.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.NEGL.Q3.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.NEGL.Q4.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.NEGL.Q5.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.NEGL.ZS\",\"Women who believe a husband is justified in beating his wife when she neglects the children (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she neglects the children.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.Q1.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.Q2.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.Q3.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.Q4.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.Q5.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REAS.ZS\",\"Women who believe a husband is justified in beating his wife (any of five reasons) (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner for any of the following five reasons: argues with him; refuses to have sex; burns the food; goes out without telling him; or when she neglects the children.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.Q1.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q1 (lowest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.Q2.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q2\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.Q3.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q3\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.Q4.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q4\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.Q5.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%): Q5 (highest)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SG.VAW.REFU.ZS\",\"Women who believe a husband is justified in beating his wife when she refuses sex with him (%)\",\"Percentage of women ages 15-49 who believe a husband/partner is justified in hitting or beating his wife/partner when she refuses sex with him.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of November 2015.\\nMICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.ACS.ALON.Q1.ZS\",\"Problems in accessing health care (not wanting to go alone) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.ALON.Q2.ZS\",\"Problems in accessing health care (not wanting to go alone) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.ALON.Q3.ZS\",\"Problems in accessing health care (not wanting to go alone) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.ALON.Q4.ZS\",\"Problems in accessing health care (not wanting to go alone) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.ALON.Q5.ZS\",\"Problems in accessing health care (not wanting to go alone) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.DIST.Q1.ZS\",\"Problems in accessing health care (distance to health facility) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.DIST.Q2.ZS\",\"Problems in accessing health care (distance to health facility) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.DIST.Q3.ZS\",\"Problems in accessing health care (distance to health facility) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.DIST.Q4.ZS\",\"Problems in accessing health care (distance to health facility) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.DIST.Q5.ZS\",\"Problems in accessing health care (distance to health facility) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.MONY.Q1.ZS\",\"Problems in accessing health care (getting money for treatment) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.MONY.Q2.ZS\",\"Problems in accessing health care (getting money for treatment) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.MONY.Q3.ZS\",\"Problems in accessing health care (getting money for treatment) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.MONY.Q4.ZS\",\"Problems in accessing health care (getting money for treatment) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.MONY.Q5.ZS\",\"Problems in accessing health care (getting money for treatment) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.NOFP.Q1.ZS\",\"Problems in accessing health care (concern there may not be a female provider) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.NOFP.Q2.ZS\",\"Problems in accessing health care (concern there may not be a female provider) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.NOFP.Q3.ZS\",\"Problems in accessing health care (concern there may not be a female provider) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.NOFP.Q4.ZS\",\"Problems in accessing health care (concern there may not be a female provider) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.NOFP.Q5.ZS\",\"Problems in accessing health care (concern there may not be a female provider) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PERM.Q1.ZS\",\"Problems in accessing health care (getting permission to go for treatment) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PERM.Q2.ZS\",\"Problems in accessing health care (getting permission to go for treatment) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PERM.Q3.ZS\",\"Problems in accessing health care (getting permission to go for treatment) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PERM.Q4.ZS\",\"Problems in accessing health care (getting permission to go for treatment) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PERM.Q5.ZS\",\"Problems in accessing health care (getting permission to go for treatment) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PROB.Q1.ZS\",\"Problems in accessing health care (any of the specified problems) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PROB.Q2.ZS\",\"Problems in accessing health care (any of the specified problems) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PROB.Q3.ZS\",\"Problems in accessing health care (any of the specified problems) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PROB.Q4.ZS\",\"Problems in accessing health care (any of the specified problems) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.PROB.Q5.ZS\",\"Problems in accessing health care (any of the specified problems) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.TRAN.Q1.ZS\",\"Problems in accessing health care (having to take transport) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.TRAN.Q2.ZS\",\"Problems in accessing health care (having to take transport) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.TRAN.Q3.ZS\",\"Problems in accessing health care (having to take transport) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.TRAN.Q4.ZS\",\"Problems in accessing health care (having to take transport) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.TRAN.Q5.ZS\",\"Problems in accessing health care (having to take transport) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.WHER.Q1.ZS\",\"Problems in accessing health care (knowing where to go for treatment) (% of women): Q1 (lowest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.WHER.Q2.ZS\",\"Problems in accessing health care (knowing where to go for treatment) (% of women): Q2\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.WHER.Q3.ZS\",\"Problems in accessing health care (knowing where to go for treatment) (% of women): Q3\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.WHER.Q4.ZS\",\"Problems in accessing health care (knowing where to go for treatment) (% of women): Q4\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ACS.WHER.Q5.ZS\",\"Problems in accessing health care (knowing where to go for treatment) (% of women): Q5 (highest)\",\"Problems in accessing health care: Percentage of women who report they have big problems in accessing health care for themselves when they are sick, by type of problem. The types of problem specified are; knowing where to go for treatment, getting permission to go for treatment, getting money for treatment, distance to health facility, having to take transport, not wanting to go alone, and concern there may not be a female provider.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.ANM.ALLW.ZS\",\"Prevalence of anemia among women of reproductive age (% of women ages 15-49)\",\"Prevalence of anemia among women of reproductive age refers to the combined prevalence of both non-pregnant with haemoglobin levels below 12 g/dL and pregnant women with haemoglobin levels below 11 g/dL.\",\"World Development Indicators\",\"Stevens GA et al. Global, regional, and national trends in hemoglobin concentration and prevalence of total and severe anemia in children and pregnant and non-pregnant women for 1995-2011: a systematic analysis of population-representative data. The Lancet Global Health 2013;1:e16-e25.\"\n\"SH.ANM.CHLD.ZS\",\"Prevalence of anemia among children (% of children under 5)\",\"Prevalence of anemia, children under age 5, is the percentage of children under age 5 whose hemoglobin level is less than 110 grams per liter at sea level.\",\"World Development Indicators\",\"1. WHO. Global anemia prevalence and trends 1995-2011. Geneva: World Health Organization; forthcoming. 2. Stevens GA, Finucane MM, De-Regil LM, et al. Global, regional, and national trends in hemoglobin concentration and prevalence of total and severe anemia in children and pregnant and non-pregnant women for 1995-2011: a systematic analysis of population-representative data. The Lancet Global Health 2013; 1(1): e16-e25.\"\n\"SH.ANM.NPRG.ZS\",\"Prevalence of anemia among non-pregnant women (% of women ages 15-49)\",\"Prevalence of anemia, non-pregnant women, is the percentage of non-pregnant women whose hemoglobin level is less than 120 grams per liter at sea level.\",\"World Development Indicators\",\"Stevens GA, Finucane MM, De-Regil LM, et al. Global, regional, and national trends in hemoglobin concentration and prevalence of total and severe anemia in children and pregnant and non-pregnant women for 1995-2011: a systematic analysis of population-representative data. The Lancet Global Health 2013; 1(1): e16-e25.\"\n\"SH.CON.1524.FE.ZS\",\"Condom use, population ages 15-24, female (% of females ages 15-24)\",\"Condom use is the percentage of the population ages 15-24 who used a condom at last intercourse in the last 12 months.\",\"World Development Indicators\",\"Demographic and Health Surveys, and UNAIDS.\"\n\"SH.CON.1524.MA.ZS\",\"Condom use, population ages 15-24, male (% of males ages 15-24)\",\"Condom use is the percentage of the population ages 15-24 who used a condom at last intercourse in the last 12 months.\",\"World Development Indicators\",\"Demographic and Health Surveys, and UNAIDS.\"\n\"SH.CON.AIDS.FE.ZS\",\"Condom use with non regular partner, % adults(15-49), female\",\"Demographic and Health Surveys, and UNAIDS.\",\"Health Nutrition and Population Statistics\",\"Demographic and Health Surveys, and UNAIDS.\"\n\"SH.CON.AIDS.MA.ZS\",\"Condom use with non regular partner, % adults(15-49), male\",\"Demographic and Health Surveys, and UNAIDS.\",\"Health Nutrition and Population Statistics\",\"Demographic and Health Surveys, and UNAIDS.\"\n\"SH.DR.TOTL\",\"Number of Doctors\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SH.DTH.COMM.1534.FE.ZS\",\"Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 15-34, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.COMM.1534.MA.ZS\",\"Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 15-34, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.COMM.3559.FE.ZS\",\"Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 35-59, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.COMM.3559.MA.ZS\",\"Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions, ages 35-59, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.COMM.ZS\",\"Cause of death, by communicable diseases and maternal, prenatal and nutrition conditions (% of total)\",\"Cause of death refers to the share of all deaths for all ages by underlying causes. Communicable diseases and maternal, prenatal and nutrition conditions include infectious and parasitic diseases, respiratory infections, and nutritional deficiencies such as underweight and stunting.\",\"World Development Indicators\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.IMRT\",\"Number of infant deaths\",\"Number of infants dying before reaching one year of age.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.DTH.INJR.1534.FE.ZS\",\"Cause of death, by injury, ages 15-34, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Injuries include unintentional and intentional injuries.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.INJR.1534.MA.ZS\",\"Cause of death, by injury, ages 15-34, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Injuries include unintentional and intentional injuries.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.INJR.3559.FE.ZS\",\"Cause of death, by injury, ages 35-59, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Injuries include unintentional and intentional injuries.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.INJR.3559.MA.ZS\",\"Cause of death, by injury, ages 35-59, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Injuries include unintentional and intentional injuries.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.INJR.ZS\",\"Cause of death, by injury (% of total)\",\"Cause of death refers to the share of all deaths for all ages by underlying causes. Injuries include unintentional and intentional injuries.\",\"World Development Indicators\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.MORT\",\"Number of under-five deaths\",\"Number of children dying before reaching age five.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.DTH.NCOM.1534.FE.ZS\",\"Cause of death, by non-communicable diseases, ages 15-34, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.NCOM.1534.MA.ZS\",\"Cause of death, by non-communicable diseases, ages 15-34, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.NCOM.3559.FE.ZS\",\"Cause of death, by non-communicable diseases, ages 35-59, female (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.NCOM.3559.MA.ZS\",\"Cause of death, by non-communicable diseases, ages 35-59, male (% relevant age)\",\"Cause of death refers to the share of all deaths for the relevant age by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"Gender Statistics\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.NCOM.ZS\",\"Cause of death, by non-communicable diseases (% of total)\",\"Cause of death refers to the share of all deaths for all ages by underlying causes. Non-communicable diseases include cancer, diabetes mellitus, cardiovascular diseases, digestive diseases, skin diseases, musculoskeletal diseases, and congenital anomalies.\",\"World Development Indicators\",\"Derived based on the data from WHO's World Health Statistics.\"\n\"SH.DTH.NMRT\",\"Number of neonatal deaths\",\"Number of neonates dying before reaching 28 days of age.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.DYN.AIDS\",\"Adults (ages 15+) living with HIV\",\"Adults living with HIV refers to the number of people ages 15-49 who are infected with HIV.\",\"Health Nutrition and Population Statistics\",\"UNAIDS estimates.\"\n\"SH.DYN.AIDS.DH\",\"AIDS estimated deaths (UNAIDS estimates)\",\"AIDS deaths are the estimated number of adults and children who died due to AIDS-related causes.\",\"Health Nutrition and Population Statistics\",\"UNAIDS estimates.\"\n\"SH.DYN.AIDS.FE.ZS\",\"Women's share of population ages 15+ living with HIV (%)\",\"Prevalence of HIV is the percentage of people who are infected with HIV. Female rate is as a percentage of the total population ages 15+ who are living with HIV.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.DYN.AIDS.HG.ZS\",\"HIV prevalence rate, adult 15-49 years (%; high estimate)\",\"Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV based on a high estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.DYN.AIDS.LW.ZS\",\"HIV prevalence rate, adult 15-49 years (%; low estimate)\",\"Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV based on a low estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.DYN.AIDS.ZS\",\"Prevalence of HIV, total (% of population ages 15-49)\",\"Prevalence of HIV refers to the percentage of people ages 15-49 who are infected with HIV.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.DYN.CHLD.FE\",\"Mortality rate, female child (per 1,000 female children age one)\",\"Child mortality rate is the probability of dying between the exact ages of one and five, if subject to current age-specific mortality rates. The probability is expressed as a rate per 1,000.\",\"Africa Development Indicators\",\"Demographic and Health Surveys by ICF International, Multiple Indicators Cluster Surveys by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control, and Family Health Surveys by Pan Arab Project for Family Health. See footnotes for a source.\"\n\"SH.DYN.CHLD.MA\",\"Mortality rate, male child (per 1,000 male children age one)\",\"Child mortality rate is the probability of dying between the exact ages of one and five, if subject to current age-specific mortality rates. The probability is expressed as a rate per 1,000.\",\"Africa Development Indicators\",\"Demographic and Health Surveys by ICF International, Multiple Indicators Cluster Surveys by UNICEF, Reproductive Health Surveys by U.S. Center for Disease Control, and Family Health Surveys by Pan Arab Project for Family Health. See footnotes for a source.\"\n\"SH.DYN.MORT\",\"Mortality rate, under-5 (per 1,000 live births)\",\"Under-five mortality rate is the probability per 1,000 that a newborn baby will die before reaching age five, if subject to age-specific mortality rates of the specified year.\",\"World Development Indicators\",\"Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org. Projected data are from the United Nations Population Division's World Population Prospects; and may in some cases not be consistent with data before the current year.\"\n\"SH.DYN.MORT.FE\",\"Mortality rate, under-5, female (per 1,000 live births)\",\"Under-five mortality rate, female is the probability per 1,000 that a newborn female baby will die before reaching age five, if subject to female age-specific mortality rates of the specified year.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.DYN.MORT.MA\",\"Mortality rate, under-5, male (per 1,000 live births)\",\"Under-five mortality rate, male is the probability per 1,000 that a newborn male baby will die before reaching age five, if subject to male age-specific mortality rates of the specified year.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.DYN.MORT.Q1\",\"Under-5 mortality rate (per 1,000 live births): Q1 (lowest)\",\"Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.DYN.MORT.Q2\",\"Under-5 mortality rate (per 1,000 live births): Q2\",\"Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.DYN.MORT.Q3\",\"Under-5 mortality rate (per 1,000 live births): Q3\",\"Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.DYN.MORT.Q4\",\"Under-5 mortality rate (per 1,000 live births): Q4\",\"Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.DYN.MORT.Q5\",\"Under-5 mortality rate (per 1,000 live births): Q5 (highest)\",\"Under-5 mortality rate: Number of deaths to children under age five years per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.DYN.NMRT\",\"Mortality rate, neonatal (per 1,000 live births)\",\"Neonatal mortality rate is the number of neonates dying before reaching 28 days of age, per 1,000 live births in a given year.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SH.FPL.ACPT.Q1.ZS\",\"Acceptability of media messages on family planning (% of women): Q1 (lowest)\",\"Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.ACPT.Q2.ZS\",\"Acceptability of media messages on family planning (% of women): Q2\",\"Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.ACPT.Q3.ZS\",\"Acceptability of media messages on family planning (% of women): Q3\",\"Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.ACPT.Q4.ZS\",\"Acceptability of media messages on family planning (% of women): Q4\",\"Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.ACPT.Q5.ZS\",\"Acceptability of media messages on family planning (% of women): Q5 (highest)\",\"Acceptability of media messages on family planning: Percentage of all women who believe that it is acceptable to have messages about family planning on the radio or television.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.HB.Q1.ZS\",\"Attitudes of couples toward family planning (husband approves) (% of married non-sterilized women): Q1 (lowest)\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.HB.Q2.ZS\",\"Attitudes of couples toward family planning (husband approves) (% of married non-sterilized women): Q2\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.HB.Q3.ZS\",\"Attitudes of couples toward family planning (husband approves) (% of married non-sterilized women): Q3\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.HB.Q4.ZS\",\"Attitudes of couples toward family planning (husband approves) (% of married non-sterilized women): Q4\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.HB.Q5.ZS\",\"Attitudes of couples toward family planning (husband approves) (% of married non-sterilized women): Q5 (highest)\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.RS.Q1.ZS\",\"Attitudes of couples toward family planning (respondent approves) (% of married non-sterilized women): Q1 (lowest)\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.RS.Q2.ZS\",\"Attitudes of couples toward family planning (respondent approves) (% of married non-sterilized women): Q2\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.RS.Q3.ZS\",\"Attitudes of couples toward family planning (respondent approves) (% of married non-sterilized women): Q3\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.RS.Q4.ZS\",\"Attitudes of couples toward family planning (respondent approves) (% of married non-sterilized women): Q4\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.APRV.RS.Q5.ZS\",\"Attitudes of couples toward family planning (respondent approves) (% of married non-sterilized women): Q5 (highest)\",\"Attitudes of couples toward family planning: Percentage of currently married non-sterilized women with knowledge of contraceptive method who approve family planning and who have perception that their husbands approve family planning.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FBRT.Q1.ZS\",\"Median age at first birth (women ages 25-49): Q1 (lowest)\",\"Median age at first birth: Median age at first birth among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FBRT.Q2.ZS\",\"Median age at first birth (women ages 25-49): Q2\",\"Median age at first birth: Median age at first birth among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FBRT.Q3.ZS\",\"Median age at first birth (women ages 25-49): Q3\",\"Median age at first birth: Median age at first birth among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FBRT.Q4.ZS\",\"Median age at first birth (women ages 25-49): Q4\",\"Median age at first birth: Median age at first birth among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FBRT.Q5.ZS\",\"Median age at first birth (women ages 25-49): Q5 (highest)\",\"Median age at first birth: Median age at first birth among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FMAR.Q1.ZS\",\"Median age at first marriage (women ages 25-49): Q1 (lowest)\",\"Median age at first marriage: Median age at first marriage among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FMAR.Q2.ZS\",\"Median age at first marriage (women ages 25-49): Q2\",\"Median age at first marriage: Median age at first marriage among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FMAR.Q3.ZS\",\"Median age at first marriage (women ages 25-49): Q3\",\"Median age at first marriage: Median age at first marriage among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FMAR.Q4.ZS\",\"Median age at first marriage (women ages 25-49): Q4\",\"Median age at first marriage: Median age at first marriage among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FMAR.Q5.ZS\",\"Median age at first marriage (women ages 25-49): Q5 (highest)\",\"Median age at first marriage: Median age at first marriage among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FSEX.Q1.ZS\",\"Median age at first sexual intercourse (women ages 25-49): Q1 (lowest)\",\"Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FSEX.Q2.ZS\",\"Median age at first sexual intercourse (women ages 25-49): Q2\",\"Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FSEX.Q3.ZS\",\"Median age at first sexual intercourse (women ages 25-49): Q3\",\"Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FSEX.Q4.ZS\",\"Median age at first sexual intercourse (women ages 25-49): Q4\",\"Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.FSEX.Q5.ZS\",\"Median age at first sexual intercourse (women ages 25-49): Q5 (highest)\",\"Median age at first sexual intercourse: Median age at first sexual intercourse among women aged 25-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.HEAR.Q1.ZS\",\"Heard family planning on radio and television (% of women): Q1 (lowest)\",\"Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.HEAR.Q2.ZS\",\"Heard family planning on radio and television (% of women): Q2\",\"Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.HEAR.Q3.ZS\",\"Heard family planning on radio and television (% of women): Q3\",\"Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.HEAR.Q4.ZS\",\"Heard family planning on radio and television (% of women): Q4\",\"Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.HEAR.Q5.ZS\",\"Heard family planning on radio and television (% of women): Q5 (highest)\",\"Heard family planning on radio and television: Percentage of all women who have heard a radio or television message about family planning in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.IDLC.Q1\",\"Mean ideal number of children (per woman): Q1 (lowest)\",\"Mean ideal number of children: Mean ideal number of children for all women.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.IDLC.Q2\",\"Mean ideal number of children (per woman): Q2\",\"Mean ideal number of children: Mean ideal number of children for all women.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.IDLC.Q3\",\"Mean ideal number of children (per woman): Q3\",\"Mean ideal number of children: Mean ideal number of children for all women.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.IDLC.Q4\",\"Mean ideal number of children (per woman): Q4\",\"Mean ideal number of children: Mean ideal number of children for all women.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.IDLC.Q5\",\"Mean ideal number of children (per woman): Q5 (highest)\",\"Mean ideal number of children: Mean ideal number of children for all women.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KNOW.Q1.ZS\",\"Knowledge of contraception (any method) (% of married women): Q1 (lowest)\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KNOW.Q2.ZS\",\"Knowledge of contraception (any method) (% of married women): Q2\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KNOW.Q3.ZS\",\"Knowledge of contraception (any method) (% of married women): Q3\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KNOW.Q4.ZS\",\"Knowledge of contraception (any method) (% of married women): Q4\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KNOW.Q5.ZS\",\"Knowledge of contraception (any method) (% of married women): Q5 (highest)\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KWMD.Q1.ZS\",\"Knowledge of contraception (modern method) (% of married women): Q1 (lowest)\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KWMD.Q2.ZS\",\"Knowledge of contraception (modern method) (% of married women): Q2\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KWMD.Q3.ZS\",\"Knowledge of contraception (modern method) (% of married women): Q3\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KWMD.Q4.ZS\",\"Knowledge of contraception (modern method) (% of married women): Q4\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.KWMD.Q5.ZS\",\"Knowledge of contraception (modern method) (% of married women): Q5 (highest)\",\"Knowledge of contraception: Percentage of currently married women who know at least one contraceptive method and at least one modern contraceptive method.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.LIMT.Q1.ZS\",\"Desire to stop (limit) childbearing (% of married women): Q1 (lowest)\",\"Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.LIMT.Q2.ZS\",\"Desire to stop (limit) childbearing (% of married women): Q2\",\"Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.LIMT.Q3.ZS\",\"Desire to stop (limit) childbearing (% of married women): Q3\",\"Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.LIMT.Q4.ZS\",\"Desire to stop (limit) childbearing (% of married women): Q4\",\"Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.LIMT.Q5.ZS\",\"Desire to stop (limit) childbearing (% of married women): Q5 (highest)\",\"Desire to stop (limit) childbearing: Percentage of currently married women who want no more children. Women who have been sterilized or whose spouses are sterilized, are considered to want no more children.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MBRI.Q1\",\"Median birth interval (months): Q1 (lowest)\",\"Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MBRI.Q2\",\"Median birth interval (months): Q2\",\"Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MBRI.Q3\",\"Median birth interval (months): Q3\",\"Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MBRI.Q4\",\"Median birth interval (months): Q4\",\"Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MBRI.Q5\",\"Median birth interval (months): Q5 (highest)\",\"Median birth interval: Median duration of the birth interval in months for non-first births in the five years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MSTM.Q1.ZS\",\"Fertility planning status (wanted later) (% of births): Q1 (lowest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MSTM.Q2.ZS\",\"Fertility planning status (wanted later) (% of births): Q2\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MSTM.Q3.ZS\",\"Fertility planning status (wanted later) (% of births): Q3\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MSTM.Q4.ZS\",\"Fertility planning status (wanted later) (% of births): Q4\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.MSTM.Q5.ZS\",\"Fertility planning status (wanted later) (% of births): Q5 (highest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.READ.Q1.ZS\",\"Family planning messages in print (% of women): Q1 (lowest)\",\"Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.READ.Q2.ZS\",\"Family planning messages in print (% of women): Q2\",\"Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.READ.Q3.ZS\",\"Family planning messages in print (% of women): Q3\",\"Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.READ.Q4.ZS\",\"Family planning messages in print (% of women): Q4\",\"Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.READ.Q5.ZS\",\"Family planning messages in print (% of women): Q5 (highest)\",\"Family planning messages in print: Percentage of all women who have received a message about family planning from printed media in the last few months prior to the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.SATM.ZS\",\"Demand for family planning satisfied by modern methods (% of married women with demand for family planning)\",\"Demand for family planning satisfied by modern methods refers to the percentage of married women ages 15-49 years whose need for family planning is satisfied with modern methods.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS).\"\n\"SH.FPL.UWTD.Q1.ZS\",\"Fertility planning status (wanted no more) (% of births): Q1 (lowest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.UWTD.Q2.ZS\",\"Fertility planning status (wanted no more) (% of births): Q2\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.UWTD.Q3.ZS\",\"Fertility planning status (wanted no more) (% of births): Q3\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.UWTD.Q4.ZS\",\"Fertility planning status (wanted no more) (% of births): Q4\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.UWTD.Q5.ZS\",\"Fertility planning status (wanted no more) (% of births): Q5 (highest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.WNTD.Q1.ZS\",\"Fertility planning status (wanted then) (% of births): Q1 (lowest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.WNTD.Q2.ZS\",\"Fertility planning status (wanted then) (% of births): Q2\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.WNTD.Q3.ZS\",\"Fertility planning status (wanted then) (% of births): Q3\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.WNTD.Q4.ZS\",\"Fertility planning status (wanted then) (% of births): Q4\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.FPL.WNTD.Q5.ZS\",\"Fertility planning status (wanted then) (% of births): Q5 (highest)\",\"Fertility planning status: Percentage of births in the five years preceding the survey which are planned (wanted then), mistimed (wanted later), and unplanned (wanted no more).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.H2O.SAFE.RU.ZS\",\"Improved water source, rural (% of rural population with access)\",\"Access to an improved water source refers to the percentage of the population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user’s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.H2O.SAFE.UR.ZS\",\"Improved water source, urban (% of urban population with access)\",\"Access to an improved water source refers to the percentage of the population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user’s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.H2O.SAFE.ZS\",\"Improved water source (% of population with access)\",\"Access to an improved water source refers to the percentage of the population using an improved drinking water source. The improved drinking water source includes piped water on premises (piped household water connection located inside the user’s dwelling, plot or yard), and other improved drinking water sources (public taps or standpipes, tube wells or boreholes, protected dug wells, protected springs, and rainwater collection).\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.HIV.0014\",\"Children (0-14) living with HIV\",\"Children living with HIV refers to the number of children ages 0-14 who are infected with HIV.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.HIV.1524.FE.HG.ZS\",\"Prevalence of HIV, young women 15-24 years (%; high estimate)\",\"Prevalence of HIV, female refers to the percentage of females ages 15-24 who are infected with HIV based the high estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.1524.FE.LW.ZS\",\"Prevalence of HIV, young women 15-24 years (%; low estimate)\",\"Prevalence of HIV, female refers to the percentage of females ages 15-24 who are infected with HIV based the low estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.1524.FE.ZS\",\"Prevalence of HIV, female (% ages 15-24)\",\"Prevalence of HIV is the percentage of people who are infected with HIV. Youth rates are as a percentage of the relevant age group.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.HIV.1524.KW.FE.ZS\",\"Comprehensive correct knowledge of HIV/AIDS, ages 15-24, female (2 prevent ways and reject 3 misconceptions)\",\"The percent of female respondents ages 15-24 who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.\",\"Health Nutrition and Population Statistics\",\"Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by UNICEF.\"\n\"SH.HIV.1524.KW.MA.ZS\",\"Comprehensive correct knowledge of HIV/AIDS, ages 15-24, male (2 prevent ways and reject 3 misconceptions)\",\"The percent of male respondents ages 15-24 who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.\",\"Health Nutrition and Population Statistics\",\"Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by UNICEF.\"\n\"SH.HIV.1524.MA.HG.ZS\",\"Prevalence of HIV, young men 15-24 years (%; high estimate)\",\"Prevalence of HIV, male refers to the percentage of females ages 15-24 who are infected with HIV based the high estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.1524.MA.LW.ZS\",\"Prevalence of HIV, young men 15-24 years (%; low estimate)\",\"Prevalence of HIV, male refers to the percentage of females ages 15-24 who are infected with HIV based the low estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.1524.MA.ZS\",\"Prevalence of HIV, male (% ages 15-24)\",\"Prevalence of HIV is the percentage of people who are infected with HIV. Youth rates are as a percentage of the relevant age group.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.HIV.ARTC.FE.ZS\",\"Antiretroviral therapy coverage (% of adult females living with HIV)\",\"The percentage of adult females living with HIV who are receiving antiretroviral therapy.\",\"Gender Statistics\",\"UNAIDS estimates.\"\n\"SH.HIV.ARTC.MA.ZS\",\"Antiretroviral therapy coverage (% of adult males living with HIV)\",\"The percentage of adult males living with HIV who are receiving antiretroviral therapy.\",\"Gender Statistics\",\"UNAIDS estimates.\"\n\"SH.HIV.ARTC.ZS\",\"Antiretroviral therapy coverage (% of people living with HIV)\",\"Antiretroviral therapy coverage indicates the percentage of all people living with HIV who are receiving antiretroviral therapy.\",\"World Development Indicators\",\"UNAIDS estimates.\"\n\"SH.HIV.DTS.HG.NUM\",\"AIDS deaths in adults and children (high estimate)\",\"Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.DTS.LW.NUM\",\"AIDS deaths in adults and children (low estimate)\",\"Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.DTS.NUM\",\"AIDS deaths in adults and children\",\"Deaths due to HIV/AIDS are the estimated number of adults and children that have died in a specific year based in the modeling of HIV surveillance data using standard and appropriate tools. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.KNOW.FE.ZS\",\"% of females ages 15-49 having comprehensive correct knowledge about HIV (2 prevent ways and reject 3 misconceptions)\",\"Knowledge of HIV is the percentage of respondents who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.\",\"Health Nutrition and Population Statistics\",\"Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by UNICEF.\"\n\"SH.HIV.KNOW.MA.ZS\",\"% of males ages 15-49 having comprehensive correct knowledge about HIV (2 prevent ways and reject 3 misconceptions)\",\"Knowledge of HIV is the percentage of respondents who correctly identify the two major ways of preventing the sexual transmission of HIV (using condoms and limiting sex to one faithful, uninfected partner), who reject the two most common local misconceptions about HIV transmission, and who know that a healthy-looking person can have HIV.\",\"Health Nutrition and Population Statistics\",\"Household surveys such as Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by UNICEF.\"\n\"SH.HIV.NEW.0014.HG.NUM\",\"New HIV infections (0-14 years), high estimate\",\"Estimated number of children (0-14 years) newly infected with HIV, high estimate.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.NEW.0014.LW.NUM\",\"New HIV infections (0-14 years), low estimate\",\"Estimated number of children (0-14 years) newly infected with HIV, low estimate.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.NEW.0014.NUM\",\"New HIV infections (0-14 years)\",\"Estimated number of children (0-14 years) newly infected with HIV.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.NEW.TOTL.HG.NUM\",\"New HIV infections, high estimate\",\"Estimated number of people newly infected with HIV, high estimate.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.NEW.TOTL.LW.NUM\",\"New HIV infections, low estimate\",\"Estimated number of people newly infected with HIV, low estimate.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.NEW.TOTL.NUM\",\"New HIV infections\",\"Estimated number of people newly infected with HIV.\",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.ORP.HG.NUM\",\"Orphans 0-17 years currently living (high estimate)\",\"AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.ORP.LW.NUM\",\"Orphans 0-17 years currently living (low estimate)\",\"AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.ORP.NUM\",\"Orphans 0-17 years currently living\",\"AIDS orphans are the estimated number of children who have lost their mother or both parents to AIDS before age 17 since the epidemic began in 1990. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 17. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.ORPH\",\"Children orphaned by HIV/AIDS\",\"Number of children orphaned by HIV/AIDS is the estimated number of children who have lost their mother or both parents to AIDS before age 15 since the epidemic began. Some of the orphaned children included in this cumulative total are no longer alive; others are no longer under age 15.\",\"Health Nutrition and Population Statistics\",\"UNAIDS estimates.\"\n\"SH.HIV.PREG.VIRALS.HG.ZS\",\"HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%; high estimate)\",\"Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission. Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission. Denominator: Estimated number of HIV-infected pregnant women in the last 12 months. Ranges are presented for countries with low and concentrated epidemics. The purpose of this indicator is to assess progress in preventing vertical transmission of HIV. All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted. All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum). The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value. \",\"Africa Development Indicators\",\"http://data.unaids.org/pub/GlobalReport/2008/\"\n\"SH.HIV.PREG.VIRALS.LW.ZS\",\"HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%; low estimate)\",\"Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission. Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission. Denominator: Estimated number of HIV-infected pregnant women in the last 12 months. Ranges are presented for countries with low and concentrated epidemics. The purpose of this indicator is to assess progress in preventing vertical transmission of HIV. All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted. All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum). The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value. \",\"Africa Development Indicators\",\"http://data.unaids.org/pub/GlobalReport/2008/\"\n\"SH.HIV.PREG.VIRALS.NUM\",\"Number of HIV positive pregnant women receiving antiretrovirals \",\"Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission. The purpose of this indicator is to assess progress in preventing vertical transmission of HIV. \",\"Africa Development Indicators\",\"http://data.unaids.org/pub/GlobalReport/2008/\"\n\"SH.HIV.PREG.VIRALS.ZS\",\"HIV positive pregnant women receiving antiretrovirals, using WHO/UNAIDS methodology (%)\",\"Percentage of HIV-infected pregnant women who received antiretrovirals to reduce the risk of mother-to-child transmission. Numerator: Number of HIV-infected pregnant women who received antiretrovirals during the last 12 months to reduce mother-to-child transmission. Denominator: Estimated number of HIV-infected pregnant women in the last 12 months. The purpose of this indicator is to assess progress in preventing vertical transmission of HIV. All data reflect values representing 12 month period ending December 2007 which have been reconciled between reporting country and UNAIDS/WHO/UNICEF, unless otherwise noted. All analysis of this indicator, including quoted country figures, reflect numerators which have gone through a tri agency reconciliation (UNAIDS/WHO/UNICEF) process and denominators which have been estimated directly from the UNAIDS/WHO Reference group on Estimates, Modelling and Projections methodology (Spectrum). The reconciliation process ensured all agencies reported the same country endorsed figure which was the most recent and met the definition of HIV-infected women receiving antiretroviral drugs over the last 12 months, and thus reflect a full year. Every effort was made in cases of discrepancy across the three agencies to obtain approval from the country on a final indicator value. \",\"Africa Development Indicators\",\"http://data.unaids.org/pub/GlobalReport/2008/\"\n\"SH.HIV.TOTL\",\"Adults (ages 15+) and children (0-14 years) living with HIV\",\"Adults and children living with HIV refers to the number of people ages 0-49 (adult ages 15-49 and children ages 0-14) who are infected with HIV.\",\"Health Nutrition and Population Statistics\",\"UNAIDS estimates.\"\n\"SH.HIV.TOTL.HG.NUM\",\"People living with HIV/AIDS, total (high estimate)\",\"Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.TOTL.LW.NUM\",\"People living with HIV/AIDS, total (low estimate)\",\"Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HIV.TOTL.NUM\",\"People living with HIV/AIDS, total\",\"Estimated total number of people with HIV/AIDS is the number of people living with HIV. Depending on the reliability of the data available, there may be more or less uncertainty surrounding each estimate. \",\"Africa Development Indicators\",\"UNAIDS and the WHO's Report on the Global AIDS Epidemic.\"\n\"SH.HOSP.TOTL\",\"Number of hospitals\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SH.IMM.ALLV.Q1.ZS\",\"Vaccinations (all vaccinations) (% of children ages 12-23 months): Q1 (lowest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.ALLV.Q2.ZS\",\"Vaccinations (all vaccinations) (% of children ages 12-23 months): Q2\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.ALLV.Q3.ZS\",\"Vaccinations (all vaccinations) (% of children ages 12-23 months): Q3\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.ALLV.Q4.ZS\",\"Vaccinations (all vaccinations) (% of children ages 12-23 months): Q4\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.ALLV.Q5.ZS\",\"Vaccinations (all vaccinations) (% of children ages 12-23 months): Q5 (highest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.CHLD.ZS\",\"Immunization Coverage for Children under 5 years old (in % of children population under 5 years old)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SH.IMM.HEPB\",\"Immunization, HepB3 (% of one-year-old children)\",\"Child immunization rate, hepatitis B is the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized after three doses.\",\"Health Nutrition and Population Statistics\",\"WHO and UNICEF (http://www.who.int/immunization_monitoring/routine/en/).\"\n\"SH.IMM.HIB3\",\"Immunization, Hib3 (% of children ages 12-23 months)\",\"Child immunization measures the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized against Hib3 after receiving three doses of Haemophilus influenzae type b vaccine.\",\"Health Nutrition and Population Statistics\",\"WHO and UNICEF (http://www.who.int/immunization_monitoring/routine/en/\"\n\"SH.IMM.IBCG\",\"Immunization, BCG (% of one-year-old children)\",\"Child immunization rate, BCG is the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey for BCG. A child is considered adequately immunized after one dose.\",\"Health Nutrition and Population Statistics\",\"WHO and UNICEF (http://www.who.int/immunization_monitoring/routine/en/).\"\n\"SH.IMM.IBCG.Q1.ZS\",\"Vaccinations (BCG) (% of children ages 12-23 months): Q1 (lowest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IBCG.Q2.ZS\",\"Vaccinations (BCG) (% of children ages 12-23 months): Q2\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IBCG.Q3.ZS\",\"Vaccinations (BCG) (% of children ages 12-23 months): Q3\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IBCG.Q4.ZS\",\"Vaccinations (BCG) (% of children ages 12-23 months): Q4\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IBCG.Q5.ZS\",\"Vaccinations (BCG) (% of children ages 12-23 months): Q5 (highest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IDPT\",\"Immunization, DPT (% of children ages 12-23 months)\",\"Child immunization measures the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized against diphtheria, pertussis (or whooping cough), and tetanus (DPT) after receiving three doses of vaccine.\",\"World Development Indicators\",\"WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).\"\n\"SH.IMM.IDPT.Q1.ZS\",\"Vaccinations (DPT 3) (% of children ages 12-23 months): Q1 (lowest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IDPT.Q2.ZS\",\"Vaccinations (DPT 3) (% of children ages 12-23 months): Q2\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IDPT.Q3.ZS\",\"Vaccinations (DPT 3) (% of children ages 12-23 months): Q3\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IDPT.Q4.ZS\",\"Vaccinations (DPT 3) (% of children ages 12-23 months): Q4\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.IDPT.Q5.ZS\",\"Vaccinations (DPT 3) (% of children ages 12-23 months): Q5 (highest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.MEAS\",\"Immunization, measles (% of children ages 12-23 months)\",\"Child immunization measures the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized against measles after receiving one dose of vaccine.\",\"World Development Indicators\",\"WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).\"\n\"SH.IMM.MEAS.Q1.ZS\",\"Vaccinations (Measles) (% of children ages 12-23 months): Q1 (lowest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.MEAS.Q2.ZS\",\"Vaccinations (Measles) (% of children ages 12-23 months): Q2\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.MEAS.Q3.ZS\",\"Vaccinations (Measles) (% of children ages 12-23 months): Q3\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.MEAS.Q4.ZS\",\"Vaccinations (Measles) (% of children ages 12-23 months): Q4\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.MEAS.Q5.ZS\",\"Vaccinations (Measles) (% of children ages 12-23 months): Q5 (highest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.NONE.Q1.ZS\",\"Vaccinations (no vaccinations) (% of children ages 12-23 months): Q1 (lowest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.NONE.Q2.ZS\",\"Vaccinations (no vaccinations) (% of children ages 12-23 months): Q2\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.NONE.Q3.ZS\",\"Vaccinations (no vaccinations) (% of children ages 12-23 months): Q3\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.NONE.Q4.ZS\",\"Vaccinations (no vaccinations) (% of children ages 12-23 months): Q4\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.NONE.Q5.ZS\",\"Vaccinations (no vaccinations) (% of children ages 12-23 months): Q5 (highest)\",\"Vaccinations: Percentage of children 12-23 months who have received specific vaccines by the time of the survey (according to the vaccination card or the mother's report). Children with all vaccinations refer children who have received BCG, measles, and three doses each of DPT and polio vaccine (excluding polio 0). Some MICS surveys refer children in different age groups (e.g. 18-29 months, or 15-26 months).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.IMM.POL3\",\"Immunization, Pol3 (% of one-year-old children)\",\"Child immunization rate, Polio is the percentage of children ages 12-23 months who received vaccinations before 12 months or at any time before the survey. A child is considered adequately immunized after three doses.\",\"Health Nutrition and Population Statistics\",\"WHO and UNICEF (http://www.who.int/immunization_monitoring/routine/en/).\"\n\"SH.MED.BEDS.ZS\",\"Hospital beds (per 1,000 people)\",\"Hospital beds include inpatient beds available in public, private, general, and specialized hospitals and rehabilitation centers. In most cases beds for both acute and chronic care are included.\",\"World Development Indicators\",\"Data are from the World Health Organization, supplemented by country data.\"\n\"SH.MED.CMHW.P3\",\"Community health workers (per 1,000 people)\",\"Community health workers include various types of community health aides, many with country-specific occupational titles such as community health officers, community health-education workers, family health workers, lady health visitors and health extension package workers.\",\"World Development Indicators\",\"World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.\"\n\"SH.MED.MWIV.TOTL\",\"Number of Midwives\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SH.MED.NUMW.P3\",\"Nurses and midwives (per 1,000 people)\",\"Nurses and midwives include professional nurses, professional midwives, auxiliary nurses, auxiliary midwives, enrolled nurses, enrolled midwives and other associated personnel, such as dental nurses and primary care nurses.\",\"World Development Indicators\",\"World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.\"\n\"SH.MED.PHYS.ZS\",\"Physicians (per 1,000 people)\",\"Physicians include generalist and specialist medical practitioners.\",\"World Development Indicators\",\"World Health Organization's Global Health Workforce Statistics, OECD, supplemented by country data.\"\n\"SH.MED.SAOP.P5\",\"Specialist surgical workforce (per 100,000 population)\",\"Specialist surgical workforce is the number of specialist surgical, anaesthetic, and obstetric (SAO) providers who are working in each country per 100,000 population.\",\"World Development Indicators\",\"The Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\"\n\"SH.MLR.CSES.TOTL\",\"Reported clinical malaria cases (total)\",\"Number of clinical malaria cases reported are the sum of cases confirmed by slide examination or RDT and probable and unconfirmed cases (cases that were not tested but treated as malaria). NMCPs often collect data on the number of suspected cases, those t\",\"Africa Development Indicators\",\"World Health Organization Global Malaria Programme (http://www.who.int/malaria/world_malaria_report_2009/all_mal2009_annexes.pdf)\"\n\"SH.MLR.DTHS.CHLD.ZS\",\"Deaths among children under five years of age due to malaria (%)\",\"\\\"Malaria mortality is the percentage of deaths due to malaria among children under five years. Malaria was the underlying cause of death, that is, the disease which initiated the train of morbid events leading directly to death. This is the distribution of main causes of death among children aged < 5 years, expressed as percentage of total deaths.\\r \\\"\",\"Africa Development Indicators\",\"World Health Organisation.\"\n\"SH.MLR.DTHS.TOTL\",\"Reported malaria deaths (total)\",\"Reported malaria deaths include all deaths in health facilities that are attributed to malaria, whether or not confirmed by microscopy or by RDT. Deaths reported before 2000 can be probable and confirmed or only confirmed deaths depending on the country\",\"Africa Development Indicators\",\"World Health Organization Global Malaria Programme (http://www.who.int/malaria/world_malaria_report_2009/all_mal2009_annexes.pdf)\"\n\"SH.MLR.ITN.1HH.ZS\",\"Households with one or more insect-treated mosquito net (%)\",\"Percentage of households owning at least one insecticide-treated bednet (ITN). \",\"Africa Development Indicators\",\"DHS, MICS, MIS or MoH surveys.\"\n\"SH.MLR.NETA.Q1.ZS\",\"Mosquito net use by children (any mosquito net) (% of children under 5): Q1 (lowest)\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETA.Q2.ZS\",\"Mosquito net use by children (any mosquito net) (% of children under 5): Q2\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETA.Q3.ZS\",\"Mosquito net use by children (any mosquito net) (% of children under 5): Q3\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETA.Q4.ZS\",\"Mosquito net use by children (any mosquito net) (% of children under 5): Q4\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETA.Q5.ZS\",\"Mosquito net use by children (any mosquito net) (% of children under 5): Q5 (highest)\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETH.Q1.ZS\",\"Household posession of mosquito nets (any type of mosquito net) (% of households): Q1 (lowest)\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETH.Q2.ZS\",\"Household posession of mosquito nets (any type of mosquito net) (% of households): Q2\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETH.Q3.ZS\",\"Household posession of mosquito nets (any type of mosquito net) (% of households): Q3\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETH.Q4.ZS\",\"Household posession of mosquito nets (any type of mosquito net) (% of households): Q4\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETH.Q5.ZS\",\"Household posession of mosquito nets (any type of mosquito net) (% of households): Q5 (highest)\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETP.Q1.ZS\",\"Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q1 (lowest)\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETP.Q2.ZS\",\"Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q2\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETP.Q3.ZS\",\"Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q3\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETP.Q4.ZS\",\"Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q4\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETP.Q5.ZS\",\"Mosquito net use by pregnant women (any mosquito net) (% of pregnant women): Q5 (highest)\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETS.Q2.ZS\",\"Mosquito net use by children (insecticide-treated net) (% of children under 5): Q2\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETS.Q3.ZS\",\"Mosquito net use by children (insecticide-treated net) (% of children under 5): Q3\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETS.Q4.ZS\",\"Mosquito net use by children (insecticide-treated net) (% of children under 5): Q4\",\"Mosquito net use by children: Percentage of children under age five years who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NETS.ZS\",\"Use of insecticide-treated bed nets (% of under-5 population)\",\"Use of insecticide-treated bed nets refers to the percentage of children under age five who slept under an insecticide-treated bednet to prevent malaria.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.MLR.NTHI.Q1.ZS\",\"Household posession of mosquito nets (insecticide-treated net) (% of households): Q1 (lowest)\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTHI.Q2.ZS\",\"Household posession of mosquito nets (insecticide-treated net) (% of households): Q2\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTHI.Q3.ZS\",\"Household posession of mosquito nets (insecticide-treated net) (% of households): Q3\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTHI.Q4.ZS\",\"Household posession of mosquito nets (insecticide-treated net) (% of households): Q4\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTHI.Q5.ZS\",\"Household posession of mosquito nets (insecticide-treated net) (% of households): Q5 (highest)\",\"Household possession of mosquito nets: Percentage of households with at least one any type of mosquito net (treated or untreated), and insecticide-treated net (ITN).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTPI.Q1.ZS\",\"Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q1 (lowest)\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTPI.Q2.ZS\",\"Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q2\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTPI.Q3.ZS\",\"Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q3\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTPI.Q4.ZS\",\"Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q4\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.NTPI.Q5.ZS\",\"Mosquito net use by pregnant women (insecticide-treated net) (% of pregnant women): Q5 (highest)\",\"Mosquito net use by pregnant women: Percentage of pregnant women who slept under any mosquito net (treated or untreated), and an insecticide-treated net (ITN) the night before the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.2IPT.ZS\",\"Pregnant women who took at least 2 doses of intermittent preventative treatment (%)\",\"Percentage of pregnant women reporting to have received IPT (intermittent preventive treatment; 2 or more doses). \",\"Africa Development Indicators\",\"DHS, MICS, MIS or MoH surveys.\"\n\"SH.MLR.PREG.Q1.ZS\",\"Anti-malarial drug use by pregnant women (any antimalarial drug) (% of women with a birth): Q1 (lowest)\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.Q2.ZS\",\"Anti-malarial drug use by pregnant women (any antimalarial drug) (% of women with a birth): Q2\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.Q3.ZS\",\"Anti-malarial drug use by pregnant women (any antimalarial drug) (% of women with a birth): Q3\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.Q4.ZS\",\"Anti-malarial drug use by pregnant women (any antimalarial drug) (% of women with a birth): Q4\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.Q5.ZS\",\"Anti-malarial drug use by pregnant women (any antimalarial drug) (% of women with a birth): Q5 (highest)\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.PREG.ZS\",\"Use of any antimalarial drug\",\"Demographic and Health Surveys.\",\"Health Nutrition and Population Statistics\",\"Demographic and Health Surveys.\"\n\"SH.MLR.SPF2.ZS\",\"Use of Intermittent Preventive Treatment of malaria, 2+ doses of SP/Fansidar (% of pregnant women)\",\"Percentage of women with a live birth in the recent years preceding the survey who received 2+ doses of sulfadoxine-pyrimethamine (SP/Fansidar), at least one during an antenatal care visit. Intermittent Preventive Treatment (IPT) is preventive treatment with SP/Fansidar during an antenatal care (ANC) visit treatment with a dose of sulfadoxine-pyrimethamine (SP/Fansidar) to pregnant women at each scheduled antenatal visit after the first trimester, but not more frequently than once a month.\",\"Health Nutrition and Population Statistics\",\"UNICEF Childinfo, Multiple Indicator Cluster Surveys, Demographic and Health Surveys.\"\n\"SH.MLR.SPFN.Q1.ZS\",\"Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q1 (lowest)\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.SPFN.Q2.ZS\",\"Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q2\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.SPFN.Q3.ZS\",\"Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q3\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.SPFN.Q4.ZS\",\"Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q4\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.SPFN.Q5.ZS\",\"Anti-malarial drug use by pregnant women (SP/Fansidar two or more doses) (% of women with a birth): Q5 (highest)\",\"Anti-malarial drug use by pregnant women: Percentage of women with a live birth in the two years preceding the survey who during the pregnancy took any antimalarial drug for prevention, and who took SP/Fansidar two or more doses.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.Q1.ZS\",\"Treatment of fever (% of children under 5 with fever): Q1 (lowest)\",\"Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.Q2.ZS\",\"Treatment of fever (% of children under 5 with fever): Q2\",\"Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.Q3.ZS\",\"Treatment of fever (% of children under 5 with fever): Q3\",\"Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.Q4.ZS\",\"Treatment of fever (% of children under 5 with fever): Q4\",\"Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.Q5.ZS\",\"Treatment of fever (% of children under 5 with fever): Q5 (highest)\",\"Treatment of fever: Percentage of children under age five years with fever in the two weeks preceding the survey who took antimalarial drugs.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.MLR.TRET.ZS\",\"Children with fever receiving antimalarial drugs (% of children under age 5 with fever)\",\"Malaria treatment refers to the percentage of children under age five who were ill with fever in the last two weeks and received any appropriate (locally defined) anti-malarial drugs.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.MMR.DTHS\",\"Number of maternal deaths\",\"A maternal death refers to the death of a woman while pregnant or within 42 days of termination of pregnancy, irrespective of the duration and site of the pregnancy, from any cause related to or aggravated by the pregnancy or its management but not from accidental or incidental causes.\",\"World Development Indicators\",\"WHO, UNICEF, UNFPA, World Bank Group, and the United Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva, World Health Organization, 2015\"\n\"SH.MMR.RISK\",\"Lifetime risk of maternal death (1 in: rate varies by country)\",\"Life time risk of maternal death is the probability that a 15-year-old female will die eventually from a maternal cause assuming that current levels of fertility and mortality (including maternal mortality) do not change in the future, taking into account competing causes of death. \",\"World Development Indicators\",\"WHO, UNICEF, UNFPA, The World Bank, and the United Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva, World Health Organization, 2015\"\n\"SH.MMR.RISK.ZS\",\"Lifetime risk of maternal death (%)\",\"Life time risk of maternal death is the probability that a 15-year-old female will die eventually from a maternal cause assuming that current levels of fertility and mortality (including maternal mortality) do not change in the future, taking into account competing causes of death. \",\"World Development Indicators\",\"WHO, UNICEF, UNFPA, The World Bank, and the United Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva, World Health Organization, 2015\"\n\"SH.MORB.ZS\",\"Morbidity Rate (in %)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, National Social Economic Survey (SUSENAS)\"\n\"SH.POLINDES.TOTL\",\"Number of Polindes (Poliklinik Desa/Village Polyclinic)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SH.PRG.ANEM\",\"Prevalence of anemia among pregnant women (%)\",\"Prevalence of anemia, pregnant women, is the percentage of pregnant women whose hemoglobin level is less than 110 grams per liter at sea level.\",\"World Development Indicators\",\"1. WHO. Global anemia prevalence and trends 1995-2011. Geneva: World Health Organization; forthcoming. 2. Stevens GA, Finucane MM, De-Regil LM, et al. Global, regional, and national trends in hemoglobin concentration and prevalence of total and severe anemia in children and pregnant and non-pregnant women for 1995-2011: a systematic analysis of population-representative data. The Lancet Global Health 2013; 1(1): e16-e25.\"\n\"SH.PRG.ARTC.ZS\",\"Antiretroviral therapy coverage (% of pregnant women living with HIV)\",\"The percentage of HIV-positive pregnant women who received antiretroviral medicine during the past 12 months to reduce the risk of mother-to-child transmission during pregnancy and delivery.\",\"Health Nutrition and Population Statistics\",\"UNAIDS estimates.\"\n\"SH.PRG.SYPH.ZS\",\"Prevalence of syphilis (% of women attending antenatal care)\",\"Percentage of women attending antenatal care seropositive for syphilis\",\"Health Nutrition and Population Statistics\",\"World Health Organization\"\n\"SH.PRV.SMOK.FE\",\"Smoking prevalence, females (% of adults)\",\"Prevalence of smoking, female is the percentage of women ages 15 and over who smoke any form of tobacco, including cigarettes, cigars, pipes or any other smoked tobacco products. Data include daily and non-daily or occasional smoking.\",\"World Development Indicators\",\"World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).\"\n\"SH.PRV.SMOK.FE.Q1.ZS\",\"Smoking (% of women): Q1 (lowest)\",\"Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.PRV.SMOK.FE.Q2.ZS\",\"Smoking (% of women): Q2\",\"Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.PRV.SMOK.FE.Q3.ZS\",\"Smoking (% of women): Q3\",\"Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.PRV.SMOK.FE.Q4.ZS\",\"Smoking (% of women): Q4\",\"Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.PRV.SMOK.FE.Q5.ZS\",\"Smoking (% of women): Q5 (highest)\",\"Smoking: Percentage of all women who smoke cigarettes, pipe or other tobacco.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.PRV.SMOK.MA\",\"Smoking prevalence, males (% of adults)\",\"Prevalence of smoking, male is the percentage of men ages 15 and over who smoke any form of tobacco, including cigarettes, cigars, pipes or any other smoked tobacco products. Data include daily and non-daily or occasional smoking.\",\"World Development Indicators\",\"World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).\"\n\"SH.PUSKESMAS.TOTL\",\"Number of Puskesmas and its line services\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Village Census (PODES)\"\n\"SH.SGR.CRSK.ZS\",\"Risk of catastrophic expenditure for surgical care (% of people at risk)\",\"The proportion of population at risk of catastrophic expenditure when surgical care is required. Catastrophic expenditure is definined as direct out of pocket payments for surgical and anaesthesia care exceeding 10% of total income.\",\"World Development Indicators\",\"The Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\"\n\"SH.SGR.IRSK.ZS\",\"Risk of impoverishing expenditure for surgical care (% of people at risk)\",\"The proportion of population at risk of impoverishing expenditure when surgical care is required. Impoverishing expenditure is definined as direct out of pocket payments for surgical and anaesthesia care which drive people below a poverty threshold (using a threshold of $1.25 PPP/day).\",\"World Development Indicators\",\"The Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\"\n\"SH.SGR.PROC.P5\",\"Number of surgical procedures (per 100,000 population)\",\"The number of procedures undertaken in an operating theatre per 100,000 population per year in each country. A procedure is defined as the incision, excision, or manipulation of tissue that needs regional or general anaesthesia, or profound sedation to control pain.\",\"World Development Indicators\",\"The Lancet Commission on Global Surgery (www.lancetglobalsurgery.org).\"\n\"SH.STA.ACSN\",\"Improved sanitation facilities (% of population with access)\",\"Access to improved sanitation facilities refers to the percentage of the population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ACSN.RU\",\"Improved sanitation facilities, rural (% of rural population with access)\",\"Access to improved sanitation facilities refers to the percentage of the population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ACSN.UR\",\"Improved sanitation facilities, urban (% of urban population with access)\",\"Access to improved sanitation facilities refers to the percentage of the population using improved sanitation facilities. Improved sanitation facilities are likely to ensure hygienic separation of human excreta from human contact. They include flush/pour flush (to piped sewer system, septic tank, pit latrine), ventilated improved pit (VIP) latrine, pit latrine with slab, and composting toilet.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ANCP.Q1.ZS\",\"Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q1 (lowest)\",\"Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANCP.Q2.ZS\",\"Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q2\",\"Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANCP.Q3.ZS\",\"Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q3\",\"Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANCP.Q4.ZS\",\"Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q4\",\"Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANCP.Q5.ZS\",\"Components of antenatal care (received iron tablets or syrup) (% of women with a birth): Q5 (highest)\",\"Components of antenatal care: Percentage of women with a live birth in the three years preceding the survey who received iron tablets or syrup during pregnancy before the most recent birth.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANV4.ZS\",\"Pregnant women receiving prenatal care of at least four visits (% of pregnant women)\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\",\"Health Nutrition and Population Statistics\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.ANVC.Q1.ZS\",\"Antenatal care (any skilled personnel) (% of women with a birth): Q1 (lowest)\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVC.Q2.ZS\",\"Antenatal care (any skilled personnel) (% of women with a birth): Q2\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVC.Q3.ZS\",\"Antenatal care (any skilled personnel) (% of women with a birth): Q3\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVC.Q4.ZS\",\"Antenatal care (any skilled personnel) (% of women with a birth): Q4\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVC.Q5.ZS\",\"Antenatal care (any skilled personnel) (% of women with a birth): Q5 (highest)\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVC.ZS\",\"Pregnant women receiving prenatal care (%)\",\"Pregnant women receiving prenatal care are the percentage of women attended at least once during pregnancy by skilled health personnel for reasons related to pregnancy.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.ANVP.Q1.ZS\",\"Antenatal care (doctor) (% of women with a birth): Q1 (lowest)\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVP.Q2.ZS\",\"Antenatal care (doctor) (% of women with a birth): Q2\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVP.Q3.ZS\",\"Antenatal care (doctor) (% of women with a birth): Q3\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVP.Q4.ZS\",\"Antenatal care (doctor) (% of women with a birth): Q4\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ANVP.Q5.ZS\",\"Antenatal care (doctor) (% of women with a birth): Q5 (highest)\",\"Antenatal care: Percentage of women with one or more live births in the three (one, two) years preceding the survey who have received at least one antenatal care during pregnancy before the most recent birth from any skilled personnel and from a doctor. If the respondent mentioned more than one provider, only the most qualified provider is considered. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.Q1.ZS\",\"Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q1 (lowest)\",\"Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.Q2.ZS\",\"Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q2\",\"Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.Q3.ZS\",\"Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q3\",\"Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.Q4.ZS\",\"Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q4\",\"Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.Q5.ZS\",\"Treatment of acute respiratory infection (ARI) (% of children under 5 taken to a health provider): Q5 (highest)\",\"Treatment of acute respiratory infection (ARI): Percentage of children under age five years with acute respiratory infection (ARI) in the two weeks preceding the survey who were taken to a health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIC.ZS\",\"ARI treatment (% of children under 5 taken to a health provider)\",\"Children with acute respiratory infection (ARI) who are taken to a health provider refers to the percentage of children under age five with ARI in the last two weeks who were taken to an appropriate health provider, including hospital, health center, dispensary, village health worker, clinic, and private physician.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.ARIF.Q1.ZS\",\"Prevalence of acute respiratory infection (ARI) (% of children under 5): Q1 (lowest)\",\"Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIF.Q2.ZS\",\"Prevalence of acute respiratory infection (ARI) (% of children under 5): Q2\",\"Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIF.Q3.ZS\",\"Prevalence of acute respiratory infection (ARI) (% of children under 5): Q3\",\"Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIF.Q4.ZS\",\"Prevalence of acute respiratory infection (ARI) (% of children under 5): Q4\",\"Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ARIF.Q5.ZS\",\"Prevalence of acute respiratory infection (ARI) (% of children under 5): Q5 (highest)\",\"Prevalence of acute respiratory infection (ARI): Percentage of children under age five years who were ill with a cough accompanied with rapid breathing in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.Q1.ZS\",\"Breastfeeding (% of children under 6 months): Q1 (lowest)\",\"Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.Q2.ZS\",\"Breastfeeding (% of children under 6 months): Q2\",\"Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.Q3.ZS\",\"Breastfeeding (% of children under 6 months): Q3\",\"Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.Q4.ZS\",\"Breastfeeding (% of children under 6 months): Q4\",\"Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.Q5.ZS\",\"Breastfeeding (% of children under 6 months): Q5 (highest)\",\"Breastfeeding: The percentage of children under age 6 months who were breastfed six or more times in the 24 hours preceding the interview.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BFED.ZS\",\"Exclusive breastfeeding (% of children under 6 months)\",\"Exclusive breastfeeding refers to the percentage of children less than six months old who are fed breast milk alone (no other liquids) in the past 24 hours.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.BRTC.Q1.ZS\",\"Assistance during delivery (any skilled personnel) (% of births): Q1 (lowest)\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTC.Q2.ZS\",\"Assistance during delivery (any skilled personnel) (% of births): Q2\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTC.Q3.ZS\",\"Assistance during delivery (any skilled personnel) (% of births): Q3\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTC.Q4.ZS\",\"Assistance during delivery (any skilled personnel) (% of births): Q4\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTC.Q5.ZS\",\"Assistance during delivery (any skilled personnel) (% of births): Q5 (highest)\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTC.ZS\",\"Births attended by skilled health staff (% of total)\",\"Births attended by skilled health staff are the percentage of deliveries attended by personnel trained to give the necessary supervision, care, and advice to women during pregnancy, labor, and the postpartum period; to conduct deliveries on their own; and to care for newborns.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.BRTF.Q1.ZS\",\"Place of delivery (births at health facility) (% of births): Q1 (lowest)\",\"Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTF.Q2.ZS\",\"Place of delivery (births at health facility) (% of births): Q2\",\"Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTF.Q3.ZS\",\"Place of delivery (births at health facility) (% of births): Q3\",\"Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTF.Q4.ZS\",\"Place of delivery (births at health facility) (% of births): Q4\",\"Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTF.Q5.ZS\",\"Place of delivery (births at health facility) (% of births): Q5 (highest)\",\"Place of delivery (Births at health facility): Percentage of live births in the three years preceding the survey which took place at health facility.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTP.Q1.ZS\",\"Assistance during delivery (doctor) (% of births): Q1 (lowest)\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTP.Q2.ZS\",\"Assistance during delivery (doctor) (% of births): Q2\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTP.Q3.ZS\",\"Assistance during delivery (doctor) (% of births): Q3\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTP.Q4.ZS\",\"Assistance during delivery (doctor) (% of births): Q4\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTP.Q5.ZS\",\"Assistance during delivery (doctor) (% of births): Q5 (highest)\",\"Assistance during delivery (Assisted births): Percentage of live births in the three (one, two) years preceding the survey attended by any skilled personnel and by a doctor. The DHS surveys refer births in the three years preceding the survey, the MICS2 surveys refer births in the one year preceding the survey, and the MICS3 surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.BRTW.ZS\",\"Low-birthweight babies (% of births)\",\"Low-birthweight babies are newborns weighing less than 2,500 grams, with the measurement taken within the first hours of life, before significant postnatal weight loss has occurred.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.DIAB.ZS\",\"Diabetes prevalence (% of population ages 20 to 79)\",\"Diabetes prevalence refers to the percentage of people ages 20-79 who have type 1 or type 2 diabetes.\",\"World Development Indicators\",\"International Diabetes Federation, Diabetes Atlas.\"\n\"SH.STA.DIRH.Q1.ZS\",\"Prevalence of diarrhea (% of children under 5): Q1 (lowest)\",\"Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.DIRH.Q2.ZS\",\"Prevalence of diarrhea (% of children under 5): Q2\",\"Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.DIRH.Q3.ZS\",\"Prevalence of diarrhea (% of children under 5): Q3\",\"Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.DIRH.Q4.ZS\",\"Prevalence of diarrhea (% of children under 5): Q4\",\"Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.DIRH.Q5.ZS\",\"Prevalence of diarrhea (% of children under 5): Q5 (highest)\",\"Prevalence of diarrhea: Percentage of children under age five years who had diarrhea in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FEVR.Q1.ZS\",\"Prevalence of children with fever (% of children under 5): Q1 (lowest)\",\"Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FEVR.Q2.ZS\",\"Prevalence of children with fever (% of children under 5): Q2\",\"Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FEVR.Q3.ZS\",\"Prevalence of children with fever (% of children under 5): Q3\",\"Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FEVR.Q4.ZS\",\"Prevalence of children with fever (% of children under 5): Q4\",\"Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FEVR.Q5.ZS\",\"Prevalence of children with fever (% of children under 5): Q5 (highest)\",\"Prevalence of children with fever: Percentage of children under age five years with fever in the two weeks preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.FGMS.Q1.ZS\",\"Female genital mutilation prevalence (%): Q1 (lowest)\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of February 2016, and MICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.STA.FGMS.Q2.ZS\",\"Female genital mutilation prevalence (%): Q2\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of February 2016, and MICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.STA.FGMS.Q3.ZS\",\"Female genital mutilation prevalence (%): Q3\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of February 2016, and MICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.STA.FGMS.Q4.ZS\",\"Female genital mutilation prevalence (%): Q4\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of February 2016, and MICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.STA.FGMS.Q5.ZS\",\"Female genital mutilation prevalence (%): Q5 (highest)\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons. Each wealth quintile represents one fifth of households with quintile 1 being the poorest 20 percent of households and quintile 5 being the richest 20 percent of households.\",\"Gender Statistics\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), and other surveys: STATcompiler (http://www.statcompiler.com/) as of June 9, 2016, UNICEF global databases (http://www.data.unicef.org/) as of February 2016, and MICS Compiler (http://www.micscompiler.org/) as of June 12, 2016.\"\n\"SH.STA.FGMS.ZS\",\"Female genital mutilation prevalence (%)\",\"Percentage of women aged 15–49 who have gone through partial or total removal of the female external genitalia or other injury to the female genital organs for cultural or other non-therapeutic reasons.\",\"World Development Indicators\",\"UNICEF Childinfo (childinfo.org).\"\n\"SH.STA.IYCF.ZS\",\"Infant and young child feeding practices, all 3 IYCF (% children ages 6-23 months)\",\"Percentage of children age 6-23 months fed in accordance with all three infant and young child feeding (IYCF) practices (food diversity, feeding frequency, and consumption of breast milk or milk)\",\"Health Nutrition and Population Statistics\",\"Demographic and Health Surveys.\"\n\"SH.STA.LBMI.Q1.ZS\",\"Malnourished women (BMI is less than 18.5) (% of women): Q1 (lowest)\",\"Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.LBMI.Q2.ZS\",\"Malnourished women (BMI is less than 18.5) (% of women): Q2\",\"Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.LBMI.Q3.ZS\",\"Malnourished women (BMI is less than 18.5) (% of women): Q3\",\"Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.LBMI.Q4.ZS\",\"Malnourished women (BMI is less than 18.5) (% of women): Q4\",\"Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.LBMI.Q5.ZS\",\"Malnourished women (BMI is less than 18.5) (% of women): Q5 (highest)\",\"Malnourished women (BMI is less than 18.5): Percentage of women whose body mass index (BMI) is less than 18.5 for women with births in the three years preceding the survey. The BMI is the ratio of the weight in kilograms to the square of the height in meters (kg/m2). The BMI excludes pregnant women and those who are less than three months postpartum.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.FE.ZS\",\"Prevalence of underweight, weight for age, female (% of children under 5)\",\"Prevalence of underweight children is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.MALN.MA.ZS\",\"Prevalence of underweight, weight for age, male (% of children under 5)\",\"Prevalence of underweight children is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.MALN.Q1.ZS\",\"Malnourished children (underweight, -2SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.Q2.ZS\",\"Malnourished children (underweight, -2SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.Q3.ZS\",\"Malnourished children (underweight, -2SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.Q4.ZS\",\"Malnourished children (underweight, -2SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.Q5.ZS\",\"Malnourished children (underweight, -2SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MALN.ZS\",\"Prevalence of underweight, weight for age (% of children under 5)\",\"Prevalence of underweight children is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SH.STA.MALR\",\"Malaria cases reported\",\"Reported cases of malaria are the sum of confirmed cases of malaria (confirmed by slide examination or RDT) and probable (unconfirmed) cases of malaria (cases that were not tested but treated as malaria). Predominant type of statistics: unadjusted.\\n\\n\",\"Health Nutrition and Population Statistics\",\"\"\n\"SH.STA.MLN3.Q1.ZS\",\"Malnourished children (underweight, -3SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MLN3.Q2.ZS\",\"Malnourished children (underweight, -3SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MLN3.Q3.ZS\",\"Malnourished children (underweight, -3SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MLN3.Q4.ZS\",\"Malnourished children (underweight, -3SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MLN3.Q5.ZS\",\"Malnourished children (underweight, -3SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.MMRT\",\"Maternal mortality ratio (modeled estimate, per 100,000 live births)\",\"Maternal mortality ratio is the number of women who die from pregnancy-related causes while pregnant or within 42 days of pregnancy termination per 100,000 live births. The data are estimated with a regression model using information on the proportion of maternal deaths among non-AIDS deaths in women ages 15-49, fertility, birth attendants, and GDP.\",\"World Development Indicators\",\"WHO, UNICEF, UNFPA, World Bank Group, and the United Nations Population Division. Trends in Maternal Mortality: 1990 to 2015. Geneva, World Health Organization, 2015\"\n\"SH.STA.MMRT.NE\",\"Maternal mortality ratio (national estimate, per 100,000 live births)\",\"Maternal mortality ratio is the number of women who die from pregnancy-related causes while pregnant or within 42 days of pregnancy termination per 100,000 live births.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.OB18.FE.ZS\",\"Prevalence of obesity, female (% of female population ages 18+)\",\"Prevalence of obesity adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg/m² or higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.\",\"Gender Statistics\",\"World Health Organization (WHO):Global Health Observatory Data Repository\"\n\"SH.STA.OB18.MA.ZS\",\"Prevalence of obesity, male (% of male population ages 18+)\",\"Prevalence of obesity adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is 30 kg/m² or higher. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.\",\"Gender Statistics\",\"World Health Organization (WHO): Global Health Observatory Data Repository\"\n\"SH.STA.ODFC.RU.ZS\",\"People practicing open defecation, rural (% of rural population)\",\"People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ODFC.UR.ZS\",\"People practicing open defecation, urban (% of urban population)\",\"People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ODFC.ZS\",\"People practicing open defecation (% of population)\",\"People practicing open defecation refers to the percentage of the population defecating in the open, such as in fields, forest, bushes, open bodies of water, on beaches, in other open spaces or disposed of with solid waste.\",\"World Development Indicators\",\"WHO/UNICEF Joint Monitoring Programme (JMP) for Water Supply and Sanitation (http://www.wssinfo.org/).\"\n\"SH.STA.ORCF.ZS\",\"Diarrhea treatment (% of children under 5 receiving oral rehydration and continued feeding)\",\"Children with diarrhea who received oral rehydration and continued feeding refer to the percentage of children under age five with diarrhea in the two weeks prior to the survey who received either oral rehydration therapy or increased fluids, with continued feeding.\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.ORHF.Q1.ZS\",\"Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q1 (lowest)\",\"Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHF.Q2.ZS\",\"Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q2\",\"Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHF.Q3.ZS\",\"Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q3\",\"Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHF.Q4.ZS\",\"Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q4\",\"Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHF.Q5.ZS\",\"Treatment of diarrhea (ORS, RHS or increased fluids) (% of children under 5): Q5 (highest)\",\"Treatment of diarrhea (ORS, RHS or increased fluids): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received oral rehydration solution (ORS), recommended home solution (RHS) or increased fluids.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHK.Q1.ZS\",\"Knowledge of diarrhea care (% of mothers): Q1 (lowest)\",\"Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHK.Q2.ZS\",\"Knowledge of diarrhea care (% of mothers): Q2\",\"Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHK.Q3.ZS\",\"Knowledge of diarrhea care (% of mothers): Q3\",\"Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHK.Q4.ZS\",\"Knowledge of diarrhea care (% of mothers): Q4\",\"Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHK.Q5.ZS\",\"Knowledge of diarrhea care (% of mothers): Q5 (highest)\",\"Knowledge of diarrhea care: Percentage of mothers with births in the three years preceding the survey who know about oral rehydration salts (ORS) packets.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHS.Q1ZS\",\"Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q1 (lowest)\",\"Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHS.Q2ZS\",\"Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q2\",\"Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHS.Q3ZS\",\"Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q3\",\"Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHS.Q4ZS\",\"Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q4\",\"Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORHS.Q5ZS\",\"Treatment of diarrhea (either ORS or RHS) (% of children under 5): Q5 (highest)\",\"Treatment of diarrhea (either ORS or RHS): Percentage of children under age five years with diarrhea in the two weeks preceding the survey who received either oral rehydration solution (ORS) or recommended home solution (RHS).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.ORTH\",\"Diarrhea treatment (% of children under 5 who received ORS packet)\",\"Percentage of children under age 5 with diarrhea in the two weeks preceding the survey who received oral rehydration salts (ORS packets or pre-packaged ORS fluids).\",\"World Development Indicators\",\"UNICEF, State of the World's Children, Childinfo, and Demographic and Health Surveys.\"\n\"SH.STA.OW15.FE.ZS\",\"Prevalence of overweight, female (% of female adults)\",\"Prevalence of overweight adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m2. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.\",\"Health Nutrition and Population Statistics\",\"World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).\"\n\"SH.STA.OW15.MA.ZS\",\"Prevalence of overweight, male (% of male adults)\",\"Prevalence of overweight adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m2. Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.\",\"Health Nutrition and Population Statistics\",\"World Health Organization, Global Health Observatory Data Repository (http://apps.who.int/ghodata/).\"\n\"SH.STA.OW15.ZS\",\"Prevalence of overweight (% of adults)\",\"Prevalence of overweight adult is the percentage of adults ages 18 and over whose Body Mass Index (BMI) is more than 25 kg/m². Body Mass Index (BMI) is a simple index of weight-for-height, or the weight in kilograms divided by the square of the height in meters.\",\"Health Nutrition and Population Statistics\",\"World Health Organization\"\n\"SH.STA.OWGH.FE.ZS\",\"Prevalence of overweight, weight for height, female (% of children under 5)\",\"Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.OWGH.MA.ZS\",\"Prevalence of overweight, weight for height, male (% of children under 5)\",\"Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.OWGH.ZS\",\"Prevalence of overweight, weight for height (% of children under 5)\",\"Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SH.STA.PNVC.ZS\",\"Postnatal care coverage (% mothers)\",\"Percentage of women with a postnatal checkup in the first two days after birth\",\"Health Nutrition and Population Statistics\",\"Demographic and Health Surveys.\"\n\"SH.STA.STN3.Q1.ZS\",\"Malnourished children (stunting, -3SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STN3.Q2.ZS\",\"Malnourished children (stunting, -3SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STN3.Q3.ZS\",\"Malnourished children (stunting, -3SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STN3.Q4.ZS\",\"Malnourished children (stunting, -3SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STN3.Q5.ZS\",\"Malnourished children (stunting, -3SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.FE.ZS\",\"Prevalence of stunting, height for age, female (% of children under 5)\",\"Prevalence of stunting is the percentage of children under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.STNT.MA.ZS\",\"Prevalence of stunting, height for age, male (% of children under 5)\",\"Prevalence of stunting is the percentage of children under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.STNT.Q1.ZS\",\"Malnourished children (stunting, -2SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.Q2.ZS\",\"Malnourished children (stunting, -2SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.Q3.ZS\",\"Malnourished children (stunting, -2SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.Q4.ZS\",\"Malnourished children (stunting, -2SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.Q5.ZS\",\"Malnourished children (stunting, -2SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.STNT.ZS\",\"Prevalence of stunting, height for age (% of children under 5)\",\"Prevalence of stunting is the percentage of children under age 5 whose height for age is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's new child growth standards released in 2006.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SH.STA.TRAF.P5\",\"Mortality caused by road traffic injury (per 100,000 people)\",\"Mortality caused by road traffic injury is estimated road traffic fatal injury deaths per 100,000 population.\",\"World Development Indicators\",\"World Health Organization, Global Status Report on Road Safety.\"\n\"SH.STA.WAST.FE.ZS\",\"Prevalence of wasting, weight for height, female (% of children under 5)\",\"Wasting prevalence is the proportion of children under five whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.WAST.MA.ZS\",\"Prevalence of wasting, weight for height, male (% of children under 5)\",\"Wasting prevalence is the proportion of children under five whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.STA.WAST.Q1.ZS\",\"Malnourished children (wasting, -2SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WAST.Q2.ZS\",\"Malnourished children (wasting, -2SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WAST.Q3.ZS\",\"Malnourished children (wasting, -2SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WAST.Q4.ZS\",\"Malnourished children (wasting, -2SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WAST.Q5.ZS\",\"Malnourished children (wasting, -2SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WAST.ZS\",\"Prevalence of wasting, weight for height (% of children under 5)\",\"Wasting prevalence is the proportion of children under five whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SH.STA.WST3.Q1.ZS\",\"Malnourished children (wasting, -3SD) (% of children under 5): Q1 (lowest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WST3.Q2.ZS\",\"Malnourished children (wasting, -3SD) (% of children under 5): Q2\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WST3.Q3.ZS\",\"Malnourished children (wasting, -3SD) (% of children under 5): Q3\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WST3.Q4.ZS\",\"Malnourished children (wasting, -3SD) (% of children under 5): Q4\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.STA.WST3.Q5.ZS\",\"Malnourished children (wasting, -3SD) (% of children under 5): Q5 (highest)\",\"Malnourished children: Percentage of children under age five years who are classified as undernourished according to three anthropometric indices of nutritional status: height-for-age (stunting), weight-for-age (underweight) and weight-for-height (wasting). Each index is expressed in terms of the number of standard deviation (SD) units from the median of the WHO Child Growth Standards. Children are classified as malnourished if their z-scores are below minus two or minus three standard deviations (-2 SD or -3 SD) from the median of the WHO Child Growth Standards. The percentage below -2 SD includes children who are below -3 SD.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SH.SVR.WAST.FE.ZS\",\"Prevalence of severe wasting, weight for height, female (% of children under 5)\",\"Severe wasting prevalence is the proportion of children under five whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.SVR.WAST.MA.ZS\",\"Prevalence of severe wasting, weight for height, male (% of children under 5)\",\"Severe wasting prevalence is the proportion of children under five whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries.\"\n\"SH.SVR.WAST.ZS\",\"Prevalence of severe wasting, weight for height (% of children under 5)\",\"Severe wasting prevalence is the proportion of children under five whose weight for height is more than three standard deviations below the median for the international reference population ages 0-59.\",\"World Development Indicators\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SH.TBS.CURE.ZS\",\"Tuberculosis treatment success rate (% of new cases)\",\"Tuberculosis treatment success rate is the percentage of all new tuberculosis cases (or new and relapse cases for some countries) registered under a national tuberculosis control programme in a given year that successfully completed treatment, with or without bacteriological evidence of success (\\\"cured\\\" and \\\"treatment completed\\\" respectively).\",\"World Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.DTEC.ZS\",\"Tuberculosis case detection rate (%, all forms)\",\"Tuberculosis case detection rate (all forms) is the number of new and relapse tuberculosis cases notified to WHO in a given year, divided by WHO's estimate of the number of incident tuberculosis cases for the same year, expressed as a percentage. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.\",\"World Development Indicators\",\"World Health Organization, Global Tuberculosis Report.\"\n\"SH.TBS.INCD\",\"Incidence of tuberculosis (per 100,000 people)\",\"Incidence of tuberculosis is the estimated number of new and relapse tuberculosis cases arising in a given year, expressed as the rate per 100,000 population. All forms of TB are included, including cases in people living with HIV. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.\",\"World Development Indicators\",\"World Health Organization, Global Tuberculosis Report.\"\n\"SH.TBS.INCD.HG\",\"Incidence of tuberculosis, high uncertainty bound (per 100,000 people)\",\"Incidence of tuberculosis is the estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis cases.\",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.INCD.LW\",\"Incidence of tuberculosis, low uncertainty bound (per 100,000 people)\",\"Incidence of tuberculosis is the estimated number of new pulmonary, smear positive, and extra-pulmonary tuberculosis cases.\",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.MORT\",\"Tuberculosis death rate (per 100,000 people)\",\"Tuberculosis death rate is the estimated number of deaths from tuberculosis among HIV-negative people, expressed as the rate per 100,000 population. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.\",\"Health Nutrition and Population Statistics\",\"World Health Organization, Global Tuberculosis Report.\"\n\"SH.TBS.MORT.HG\",\"Deaths due to tuberculosis among HIV-negative people, high uncertainty bound (per 100,000 population)\",\"The estimated number of deaths attributable to tuberculosis (TB) in a given time period.\",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.MORT.LW\",\"Deaths due to tuberculosis among HIV-negative people, low uncertainty bound (per 100,000 population)\",\"The estimated number of deaths attributable to tuberculosis (TB) in a given time period.\",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.PREV\",\"Prevalence of tuberculosis (per 100,000 population)\",\"Prevalence of tuberculosis is the estimated number of TB cases (all forms) at a given point in time, expressed as the rate per 100,000 population. Estimates for all years are recalculated as new information becomes available and techniques are refined, so they may differ from those published previously.\",\"Health Nutrition and Population Statistics\",\"World Health Organization, Global Tuberculosis Report.\"\n\"SH.TBS.PREV.HG\",\"Tuberculosis prevalence rate, high uncertainty bound (per 1000,000 population, WHO)\",\"The number of cases of tuberculosis (all forms) in a population at a given point in time (the middle of the calendar year), expressed as the rate per 100 000 population. It is sometimes referred to as \\\"point prevalence\\\" high uncertainty bound. Estimates include cases of TB in people with HIV. Published values are rounded to three significant figures. Uncertainty bounds are provided in addition to best estimates. \",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.TBS.PREV.LW\",\"Tuberculosis prevalence rate, low uncertainty bound (per 1000,000 population, WHO)\",\"The number of cases of tuberculosis (all forms) in a population at a given point in time (the middle of the calendar year), expressed as the rate per 100 000 population. It is sometimes referred to as \\\"point prevalence\\\" low uncertainty bound. Estimates include cases of TB in people with HIV. Published values are rounded to three significant figures. Uncertainty bounds are provided in addition to best estimates. \",\"Africa Development Indicators\",\"World Health Organization, Global Tuberculosis Control Report.\"\n\"SH.VAC.TTNS.Q1.ZS\",\"Tetanus toxoid vaccination (% of live births): Q1 (lowest)\",\"Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"\"\n\"SH.VAC.TTNS.Q2.ZS\",\"Tetanus toxoid vaccination (% of live births): Q2\",\"Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"\"\n\"SH.VAC.TTNS.Q3.ZS\",\"Tetanus toxoid vaccination (% of live births): Q3\",\"Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"\"\n\"SH.VAC.TTNS.Q4.ZS\",\"Tetanus toxoid vaccination (% of live births): Q4\",\"Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"\"\n\"SH.VAC.TTNS.Q5.ZS\",\"Tetanus toxoid vaccination (% of live births): Q5 (highest)\",\"Percent distribution of last live births in the last three years preceding the survey for tetanus toxoid injections (two doses or more) given to the mother during pregnancy.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"\"\n\"SH.VAC.TTNS.ZS\",\"Newborns protected against tetanus (%)\",\"Newborns protected against tetanus are the percentage of births by women of child-bearing age who are immunized against tetanus.\",\"World Development Indicators\",\"WHO and UNICEF (http://www.who.int/immunization/monitoring_surveillance/en/).\"\n\"SH.XPD.EXTR.ZS\",\"External resources for health (% of total expenditure on health)\",\"External resources for health are funds or services in kind that are provided by entities not part of the country in question. The resources may come from international organizations, other countries through bilateral arrangements, or foreign nongovernmental organizations. These resources are part of total health expenditure.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.OOPC.TO.ZS\",\"Out-of-pocket health expenditure (% of total expenditure on health)\",\"Out of pocket expenditure is any direct outlay by households, including gratuities and in-kind payments, to health practitioners and suppliers of pharmaceuticals, therapeutic appliances, and other goods and services whose primary intent is to contribute to the restoration or enhancement of the health status of individuals or population groups. It is a part of private health expenditure.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.OOPC.ZS\",\"Out-of-pocket health expenditure (% of private expenditure on health)\",\"Out of pocket expenditure is any direct outlay by households, including gratuities and in-kind payments, to health practitioners and suppliers of pharmaceuticals, therapeutic appliances, and other goods and services whose primary intent is to contribute to the restoration or enhancement of the health status of individuals or population groups. It is a part of private health expenditure.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PCAP\",\"Health expenditure per capita (current US$)\",\"Total health expenditure is the sum of public and private health expenditures as a ratio of total population. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PCAP.GX\",\"Government health expenditure per capita (current US$)\",\"General government expenditure corresponds to the consolidated outlays of all levels of government: territorial authorities (Central/Federal Government, Provincial/Regional/State/District authorities, Municipal/ Local governments), social security institutions and extra budgetary funds, including capital outlays. It is provided by the Central Bank/Ministry of Finance to the International Monetary Fund or by the United Nations Statistics Department. \",\"Africa Development Indicators\",\"World Health Organization (http://www.who.int/nha/country/en/)\"\n\"SH.XPD.PCAP.PP.KD\",\"Health expenditure per capita, PPP (constant 2011 international $)\",\"Total health expenditure is the sum of public and private health expenditures as a ratio of total population. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation. Data are in international dollars converted using 2011 purchasing power parity (PPP) rates.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PRIV.PRPP.ZS\",\"Private prepaid plans (% of private expenditure on health)\",\"Prepaid and risk-pooling plans are the expenditure on health by private insurance institutions. Private insurance enrolment may be contractual or voluntary, and conditions and benefits or basket of benefits are agreed on a voluntary basis between the insurance agent and the beneficiaries. They are thus not controlled by government units for the purpose of providing social benefits to members. \",\"Africa Development Indicators\",\"World Health Organization (http://www.who.int/nha/country/en/)\"\n\"SH.XPD.PRIV.ZS\",\"Health expenditure, private (% of GDP)\",\"Private health expenditure includes direct household (out-of-pocket) spending, private insurance, charitable donations, and direct service payments by private corporations.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PUBL\",\"Health expenditure, public (% of total health expenditure)\",\"Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds. Total health expenditure is the sum of public and private health expenditure. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PUBL.GX.ZS\",\"Health expenditure, public (% of government expenditure)\",\"Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.PUBL.ZS\",\"Health expenditure, public (% of GDP)\",\"Public health expenditure consists of recurrent and capital spending from government (central and local) budgets, external borrowings and grants (including donations from international agencies and nongovernmental organizations), and social (or compulsory) health insurance funds.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.SOSE.GX.ZS\",\"Social Security expenditure on health (% government expenditure on health)\",\"Social security funds comprise the expenditure on health by social security institutions. Social security or national health insurance schemes are imposed and controlled by government units for the purpose of providing social benefits to members of the community as a whole or to particular segments of the community. They include direct outlays to medical care providers and to suppliers of medical goods as well as reimbursements to households and the supply of services in kind to the enrollees. \",\"Africa Development Indicators\",\"World Health Organization (http://www.who.int/nha/country/en/)\"\n\"SH.XPD.TOTL.CD\",\"Health expenditure (current US$)\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\",\"Africa Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SH.XPD.TOTL.ZS\",\"Health expenditure, total (% of GDP)\",\"Total health expenditure is the sum of public and private health expenditure. It covers the provision of health services (preventive and curative), family planning activities, nutrition activities, and emergency aid designated for health but does not include provision of water and sanitation.\",\"World Development Indicators\",\"World Health Organization Global Health Expenditure database (see http://apps.who.int/nha/database for the most recent updates).\"\n\"SHRIMP_MEX\",\"Shrimp, Mexico, cents/kg, current$\",\"Shrimp , (Mexico), west coast, frozen, white, No. 1, shell-on, headless, 26 to 30 count per pound, wholesale price at New York\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Commerce, NOAA, Fishery Market News; World Bank.\"\n\"SI.DST.02ND.20\",\"Income share held by second 20%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.03RD.20\",\"Income share held by third 20%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.04TH.20\",\"Income share held by fourth 20%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.05TH.20\",\"Income share held by highest 20%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.10TH.10\",\"Income share held by highest 10%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.FRST.10\",\"Income share held by lowest 10%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.DST.FRST.20\",\"Income share held by lowest 20%\",\"Percentage share of income or consumption is the share that accrues to subgroups of population indicated by deciles or quintiles. Percentage shares by quintile may not sum to 100 because of rounding.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.25DAY\",\"Poverty headcount ratio at $2.5 a day (PPP) (% of population)\",\"Population below $2.5 a day is the percentage of the population living on less than $2.5 a day at 2005 international prices. \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.2DAY\",\"Poverty headcount ratio at $3.10 a day (2011 PPP) (% of population)\",\"Poverty headcount ratio at $3.10 a day is the percentage of the population living on less than $3.10 a day at 2011 international prices. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde, Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding $1.25 a day and $2 a day poverty lines. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.4DAY\",\"Poverty headcount ratio at $4 a day (PPP) (% of population)\",\"Population below $4 a day is the percentage of the population living on less than $4 a day at 2005 international prices. \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.5DAY\",\"Poverty headcount ratio at $5 a day (PPP) (% of population)\",\"Population below $5 a day is the percentage of the population living on less than $5 a day at 2005 international prices. \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.BPL\",\"Number of people live below the poverty line (in number of people)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"SI.POV.DDAY\",\"Poverty headcount ratio at $1.90 a day (2011 PPP) (% of population)\",\"Poverty headcount ratio at $1.90 a day is the percentage of the population living on less than $1.90 a day at 2011 international prices. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde, Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding $1.25 a day and $2 a day poverty lines. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GAP2\",\"Poverty gap at $3.10 a day (2011 PPP) (%)\",\"Poverty gap at $3.10 a day (2011 PPP) is the mean shortfall in income or consumption from the poverty line $3.10 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde, Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding $1.25 a day and $2 a day poverty lines. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GAP25\",\"Poverty gap at $2.5 a day (PPP) (%)\",\"The mean shortfall from the $2.5 a day poverty line (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.\",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GAP4\",\"Poverty gap at $4 a day (PPP) (%)\",\"The mean shortfall from the $4 a day poverty line (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.\",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GAP5\",\"Poverty gap at $5 a day (PPP) (%)\",\"The mean shortfall from the $5 a day poverty line (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence.\",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GAPS\",\"Poverty gap at $1.90 a day (2011 PPP) (%)\",\"Poverty gap at $1.90 a day (2011 PPP) is the mean shortfall in income or consumption from the poverty line $1.90 a day (counting the nonpoor as having zero shortfall), expressed as a percentage of the poverty line. This measure reflects the depth of poverty as well as its incidence. As a result of revisions in PPP exchange rates, poverty rates for individual countries cannot be compared with poverty rates reported in earlier editions. Note: five countries -- Bangladesh, Cabo Verde, Cambodia, Jordan, and Lao PDR -- use the 2005 PPP conversion factors and corresponding $1.25 a day and $2 a day poverty lines. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.GINI\",\"GINI index (World Bank estimate)\",\"Gini index measures the extent to which the distribution of income (or, in some cases, consumption expenditure) among individuals or households within an economy deviates from a perfectly equal distribution. A Lorenz curve plots the cumulative percentages of total income received against the cumulative number of recipients, starting with the poorest individual or household. The Gini index measures the area between the Lorenz curve and a hypothetical line of absolute equality, expressed as a percentage of the maximum area under the line. Thus a Gini index of 0 represents perfect equality, while an index of 100 implies perfect inequality.\",\"World Development Indicators\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.NAGP\",\"Poverty gap at national poverty lines (%)\",\"Poverty gap at national poverty lines is the mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country–specific) poverty lines.\"\n\"SI.POV.NAHC\",\"Poverty headcount ratio at national poverty lines (% of population)\",\"National poverty headcount ratio is the percentage of the population living below the national poverty lines. National estimates are based on population-weighted subgroup estimates from household surveys.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country–specific) poverty lines.\"\n\"SI.POV.NAPL\",\"Poverty Line (in IDR)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"SI.POV.NAPR.ZS\",\"Poverty Rate (in % of population)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"SI.POV.NGAP\",\"Poverty Gap (index)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"SI.POV.NOP1\",\"Number of poor at $1.90 a day (2011 PPP) (millions)\",\"The number of people (millions) living on less than $1.90 a day (2011 PPP) \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.NOP2\",\"Number of poor at $3.10 a day (2011 PPP) (millions)\",\"The number of people (millions) living on less than $3.10 a day (2011 PPP) \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.NOP25\",\"Number of poor at $2.5 a day (PPP) (millions)\",\"The number of people (millions) living on less than $2.5 a day (PPP) \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.NOP4\",\"Number of poor at $4 a day (PPP) (millions)\",\"The number of people (millions) livinge on less than $4 a day (PPP) \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.NOP5\",\"Number of poor at $5 a day (PPP) (millions)\",\"The number of people (millions) living on less than $5 a day (PPP) \",\"Povstats\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SI.POV.RUGP\",\"Rural poverty gap at national poverty lines (%)\",\"Rural poverty gap at national poverty lines is the rural population's mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country–specific) poverty lines.\"\n\"SI.POV.RUHC\",\"Rural poverty headcount ratio at national poverty lines (% of rural population)\",\"Rural poverty headcount ratio is the percentage of the rural population living below the national poverty lines.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country–specific) poverty lines.\"\n\"SI.POV.URGP\",\"Urban poverty gap at national poverty lines (%)\",\"Urban poverty gap at national poverty lines is the urban population's mean shortfall from the poverty lines (counting the nonpoor as having zero shortfall) as a percentage of the poverty lines. This measure reflects the depth of poverty as well as its incidence.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are compiled from official government sources or are computed by World Bank staff using national (i.e. country–specific) poverty lines.\"\n\"SI.POV.URHC\",\"Urban poverty headcount ratio at national poverty lines (% of urban population)\",\"Urban poverty headcount ratio is the percentage of the urban population living below the national poverty lines.\",\"World Development Indicators\",\"World Bank, Global Poverty Working Group. Data are based on World Bank's country poverty assessments and country Poverty Reduction Strategies.\"\n\"SI.RMT.COST.ZS\",\"Average transaction cost of remittances (%)\",\"Average transaction cost of remittances is the average of the total transaction cost in percentage for sending the local currency equivalent of US$ 200 charged by each single remittance service provider.\",\"World Development Indicators\",\"World Bank, Remittance Prices Worldwide, available at http://remittanceprices.worldbank.org\"\n\"SI.SPR.PC40\",\"Survey mean consumption or income per capita, bottom 40% of population (2011 PPP $ per day)\",\"Mean consumption or income per capita (2011 PPP $ per day) used in calculating the growth rate in the welfare aggregate of the bottom 40% of the population in the income distribution in a country.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SI.SPR.PC40.05\",\"Survey mean consumption or income per capita, bottom 40% of population (2005 PPP $ per day)\",\"Mean consumption or income per capita (2005 PPP $ per day) used in calculating the growth rate in the welfare aggregate of the bottom 40% of the population in the income distribution in a country.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SI.SPR.PC40.ZG\",\"Annualized average growth rate in per capita real survey mean consumption or income, bottom 40% of population (%)\",\"The growth rate in the welfare aggregate of the bottom 40% is computed as the annualized average growth rate in per capita real consumption or income of the bottom 40% of the population in the income distribution in a country from household surveys over a roughly 5-year period. Mean per capita real consumption or income is measured at 2011 and 2005 Purchasing Power Parity (PPP) using the PovcalNet (http://iresearch.worldbank.org/PovcalNet). For some countries means are not reported due to grouped and/or confidential data. The annualized growth rate is computed as (Mean in final year/Mean in initial year)^(1/(Final year - Initial year)) - 1. The reference year is the year in which the underlying household survey data was collected. In cases where the data collection period bridged two calendar years, the first year in which data were collected is reported. The final year refers to the most recent survey available between 2010 and 2014. The initial year refers to the nearest survey collected 5 years before the most recent survey available, only surveys collected between 3 and 7 years before the most recent survey are considered. Growth rates for four countries – Bangladesh, Cambodia, Jordan, and Lao PDR – are based on survey means of 2005 PPP$. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SI.SPR.PCAP\",\"Survey mean consumption or income per capita, total population (2011 PPP $ per day)\",\"Mean consumption or income per capita (2011 PPP $ per day) used in calculating the growth rate in the welfare aggregate of total population.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SI.SPR.PCAP.05\",\"Survey mean consumption or income per capita, total population (2005 PPP $ per day)\",\"Mean consumption or income per capita (2005 PPP $ per day) used in calculating the growth rate in the welfare aggregate of total population.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SI.SPR.PCAP.ZG\",\"Annualized average growth rate in per capita real survey mean consumption or income, total population (%)\",\"The growth rate in the welfare aggregate of the total population is computed as the annualized average growth rate in per capita real consumption or income of the total population in the income distribution in a country from household surveys over a roughly 5-year period. Mean per capita real consumption or income is measured at 2011 and 2005 Purchasing Power Parity (PPP) using the PovcalNet (http://iresearch.worldbank.org/PovcalNet). For some countries means are not reported due to grouped and/or confidential data. The annualized growth rate is computed as (Mean in final year/Mean in initial year)^(1/(Final year - Initial year)) - 1. The reference year is the year in which the underlying household survey data was collected. In cases where the data collection period bridged two calendar years, the first year in which data were collected is reported. The final year refers to the most recent survey available between 2010 and 2014. The initial year refers to the nearest survey collected 5 years before the most recent survey available, only surveys collected between 3 and 7 years before the most recent survey are considered. Growth rates for four countries – Bangladesh, Cambodia, Jordan, and Lao PDR – are based on survey means of 2005 PPP$. This is due to the large deviations in the rate of change in PPP factors relative to the rate of change in domestic consumer price indexes. See Box 1.1 in the Global Monitoring Report 2015/2016 (http://www.worldbank.org/en/publication/global-monitoring-report) for a detailed explanation.\",\"World Development Indicators\",\"World Bank, Global Database of Shared Prosperity (GDSP) circa 2007 - 2012 (http://www.worldbank.org/en/topic/poverty/brief/global-database-of-shared-prosperity).\"\n\"SILVER\",\"Silver, cents/toz, current$\",\"Silver (Handy & Harman), 99.9% grade refined, New York\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metasl Week; Australian Minerals Economics Pty, Ltd., Silver World Supply & Demand, Thomson Reuters Datastream; World Bank.\"\n\"SL.AGR.0714.FE.ZS\",\"Child employment in agriculture, female (% of female economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Agriculture corresponds to division 1 (ISIC revision 2) or categories A and B (ISIC revision 3) and includes agriculture and hunting, forestry and logging, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.AGR.0714.MA.ZS\",\"Child employment in agriculture, male (% of male economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Agriculture corresponds to division 1 (ISIC revision 2) or categories A and B (ISIC revision 3) and includes agriculture and hunting, forestry and logging, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.AGR.0714.ZS\",\"Child employment in agriculture (% of economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Agriculture corresponds to division 1 (ISIC revision 2) or categories A and B (ISIC revision 3) and includes agriculture and hunting, forestry and logging, and fishing. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.AGR.EMPL.FE.ZS\",\"Employment in agriculture, female (% of female employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.AGR.EMPL.MA.ZS\",\"Employment in agriculture, male (% of male employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.AGR.EMPL.ZS\",\"Employment in agriculture (% of total employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The agriculture sector consists of activities in agriculture, hunting, forestry and fishing, in accordance with division 1 (ISIC 2) or categories A-B (ISIC 3) or category A (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.FE.NE.ZS\",\"Employment to population ratio, ages 15-24, female (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.FE.ZS\",\"Employment to population ratio, ages 15-24, female (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.MA.NE.ZS\",\"Employment to population ratio, ages 15-24, male (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.MA.ZS\",\"Employment to population ratio, ages 15-24, male (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.NE.ZS\",\"Employment to population ratio, ages 15-24, total (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.1524.SP.ZS\",\"Employment to population ratio, ages 15-24, total (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15-24 are generally considered the youth population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.AGR.FRST.FSH\",\"Number of people employed in agriculture, forestry and fishery\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.CNST\",\"Number of people employed in construction sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.ELC\",\"Number of people employed in electricity and utilities sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.FINS\",\"Number of people employed in financial services sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.IND\",\"Number of people employed in industrial sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.INSV.FE.ZS\",\"Share of women in wage employment in the nonagricultural sector (% of total nonagricultural employment)\",\"Share of women in wage employment in the nonagricultural sector is the share of female workers in wage employment in the nonagricultural sector (industry and services), expressed as a percentage of total employment in the nonagricultural sector. Industry includes mining and quarrying (including oil production), manufacturing, construction, electricity, gas, and water, corresponding to divisions 2-5 (ISIC revision 2) or tabulation categories C-F (ISIC revision 3). Services include wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services-corresponding to divisions 6-9 (ISIC revision 2) or tabulation categories G-P (ISIC revision 3).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.MINQ\",\"Number of people employed in mining and quarrying sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.MPYR.FE.ZS\",\"Employers, female (% of employment)\",\"Employers refers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).\",\"World Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.MPYR.MA.ZS\",\"Employers, male (% of employment)\",\"Employers refers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).\",\"World Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.MPYR.ZS\",\"Employers, total (% of employment)\",\"Employers refers are those workers who, working on their own account or with one or a few partners, hold the type of jobs defined as a \\\"self-employment jobs\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced), and, in this capacity, have engaged, on a continuous basis, one or more persons to work for them as employee(s).\",\"World Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.OWAC.FE.ZS\",\"Own-account workers, female (% of total female employment)\",\"Own-account workers are workers who, working on their own account or with one or more more partners, hold the types of jobs defined as \\\"self-employment jobs\\\" and have not engaged on a continuous basis any employees to work for them. Own account workers are a subcategory of \\\"self-employed\\\".\",\"Gender Statistics\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.OWAC.MA.ZS\",\"Own-account workers, male (% of total male employment)\",\"Own-account workers are workers who, working on their own account or with one or more more partners, hold the types of jobs defined as \\\"self-employment jobs\\\" and have not engaged on a continuous basis any employees to work for them. Own account workers are a subcategory of \\\"self-employed\\\".\",\"Gender Statistics\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.SELF.FE.ZS\",\"Self-employed, female (% of females employed)\",\"Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \\\"self-employment jobs.\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.SELF.MA.ZS\",\"Self-employed, male (% of males employed)\",\"Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \\\"self-employment jobs.\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.SELF.ZS\",\"Self-employed, total (% of total employed)\",\"Self-employed workers are those workers who, working on their own account or with one or a few partners or in cooperative, hold the type of jobs defined as a \\\"self-employment jobs.\\\" i.e. jobs where the remuneration is directly dependent upon the profits derived from the goods and services produced. Self-employed workers include four sub-categories of employers, own-account workers, members of producers' cooperatives, and contributing family workers.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.SOCL\",\"Number of people employed in social services sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.TOTL\",\"Number of people employed\",\"Total employment shows the total number employed ages 15 and over.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.FE\",\"Total employment, female (ages 15+)\",\"Total employment shows the total number employed ages 15 and over.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.MA\",\"Total employment, male (ages 15+)\",\"Total employment shows the total number employed ages 15 and over.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.FE.NE.ZS\",\"Employment to population ratio, 15+, female (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.FE.ZS\",\"Employment to population ratio, 15+, female (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.MA.NE.ZS\",\"Employment to population ratio, 15+, male (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.MA.ZS\",\"Employment to population ratio, 15+, male (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.NE.ZS\",\"Employment to population ratio, 15+, total (%) (national estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TOTL.SP.ZS\",\"Employment to population ratio, 15+, total (%) (modeled ILO estimate)\",\"Employment to population ratio is the proportion of a country's population that is employed. Ages 15 and older are generally considered the working-age population.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.TRAD\",\"Number of people employed in trade, hotel and restaurant sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.TRAN\",\"Number of people employed in transportation and telecommunication sector\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.UNDR\",\"Number of people underemployed\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.EMP.UNDR.FE.ZS\",\"Time-related underemployment, female (% of employment)\",\"Time-related underemployment refers to all persons in employment who (i) wanted to work additional hours, (ii) had worked less than a specified hours threshold (working time in all jobs), and (iii) were available to work additional hours given an opportunity for more work.\",\"Gender Statistics\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.UNDR.MA.ZS\",\"Time-related underemployment, male (% of employment)\",\"Time-related underemployment refers to all persons in employment who (i) wanted to work additional hours, (ii) had worked less than a specified hours threshold (working time in all jobs), and (iii) were available to work additional hours given an opportunity for more work.\",\"Gender Statistics\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.UNDR.ZS\",\"Time-related underemployment, total (% of employment)\",\"Time-related underemployment refers to all persons in employment who (i) wanted to work additional hours, (ii) had worked less than a specified hours threshold (working time in all jobs), and (iii) were available to work additional hours given an opportunity for more work.\",\"Gender Statistics\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.EMP.UNMB.ZS\",\"Union members (% of total paid employees)\",\"Union members (% of total paid employees)\",\"Jobs for Knowledge Platform\",\"International Labour Organization, (http://laborsta.ilo.org/xls_data_E.html).\"\n\"SL.EMP.VULN.FE.ZS\",\"Vulnerable employment, female (% of female employment)\",\"Vulnerable employment is unpaid family workers and own-account workers as a percentage of total employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.VULN.MA.ZS\",\"Vulnerable employment, male (% of male employment)\",\"Vulnerable employment is unpaid family workers and own-account workers as a percentage of total employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.VULN.ZS\",\"Vulnerable employment, total (% of total employment)\",\"Vulnerable employment is unpaid family workers and own-account workers as a percentage of total employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.WORK.FE.ZS\",\"Wage and salaried workers, female (% of females employed)\",\"Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \\\"paid employment jobs,\\\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.WORK.MA.ZS\",\"Wage and salary workers, male (% of males employed)\",\"Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \\\"paid employment jobs,\\\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.EMP.WORK.ZS\",\"Wage and salaried workers, total (% of total employed)\",\"Wage and salaried workers (employees) are those workers who hold the type of jobs defined as \\\"paid employment jobs,\\\" where the incumbents hold explicit (written or oral) or implicit employment contracts that give them a basic remuneration that is not directly dependent upon the revenue of the unit for which they work.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.FAM.0714.FE.ZS\",\"Children in employment, unpaid family workers, female (% of female children in employment, ages 7-14)\",\"Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.FAM.0714.MA.ZS\",\"Children in employment, unpaid family workers, male (% of male children in employment, ages 7-14)\",\"Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.FAM.0714.ZS\",\"Children in employment, unpaid family workers (% of children in employment, ages 7-14)\",\"Unpaid family workers are people who work without pay in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.FAM.WORK.FE.ZS\",\"Contributing family workers, female (% of females employed)\",\"Contributing family workers are those workers who hold \\\"self-employment jobs\\\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.FAM.WORK.MA.ZS\",\"Contributing family workers, male (% of males employed)\",\"Contributing family workers are those workers who hold \\\"self-employment jobs\\\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.FAM.WORK.ZS\",\"Contributing family workers, total (% of total employed)\",\"Contributing family workers are those workers who hold \\\"self-employment jobs\\\" as own-account workers in a market-oriented establishment operated by a related person living in the same household.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.GDP.PCAP.EM.KD\",\"GDP per person employed (constant 2011 PPP $)\",\"GDP per person employed is gross domestic product (GDP) divided by total employment in the economy. Purchasing power parity (PPP) GDP is GDP converted to 2011 constant international dollars using PPP rates. An international dollar has the same purchasing power over GDP that a U.S. dollar has in the United States.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.GDP.PCAP.EM.KD.ZG\",\"GDP per person employed (annual % growth)\",\"GDP per person employed is gross domestic product (GDP) divided by total employment in the economy.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.IND.EMPL.FE.ZS\",\"Employment in industry, female (% of female employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.IND.EMPL.MA.ZS\",\"Employment in industry, male (% of male employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.IND.EMPL.ZS\",\"Employment in industry (% of total employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The industry sector consists of mining and quarrying, manufacturing, construction, and public utilities (electricity, gas, and water), in accordance with divisions 2-5 (ISIC 2) or categories C-F (ISIC 3) or categories B-F (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.ISV.IFRM.FE.ZS\",\"Informal employment, female (% of total non-agricultural employment)\",\"Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.ISV.IFRM.MA.ZS\",\"Informal employment, male (% of total non-agricultural employment)\",\"Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.ISV.IFRM.ZS\",\"Informal employment (% of total non-agricultural employment)\",\"Employment in the informal economy as a percentage of total non-agricultural employment. It basically includes all jobs in unregistered and/or small-scale private unincorporated enterprises that produce goods or services meant for sale or barter. Self-employed street vendors, taxi drivers and home-base workers, regardless of size, are all considered enterprises. However, agricultural and related activities, households producing goods exclusively for their own use (e.g. subsistence farming, domestic housework, care work, and employment of paid domestic workers), and volunteer services rendered to the community are excluded.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.MNF.0714.FE.ZS\",\"Child employment in manufacturing, female (% of female economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Manufacturing corresponds to division 3 (ISIC revision 2) or category D (ISIC revision 3). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.MNF.0714.MA.ZS\",\"Child employment in manufacturing, male (% of male economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Manufacturing corresponds to division 3 (ISIC revision 2) or category D (ISIC revision 3). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.MNF.0714.ZS\",\"Child employment in manufacturing (% of economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Manufacturing corresponds to division 3 (ISIC revision 2) or category D (ISIC revision 3). Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.MNF.WAGE.FM\",\"Ratio of female to male wages in manufacturing (%)\",\"Ratio of female to male wages in manufacturing refers to female to male wages and salaries in manufacturing.\",\"Jobs for Knowledge Platform\",\"International Labour Organization, Key Indicators of the Labour market (KILM).\"\n\"SL.SLF.0714.FE.ZS\",\"Children in employment, self-employed, female (% of female children in employment, ages 7-14)\",\"Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SLF.0714.MA.ZS\",\"Children in employment, self-employed, male (% of male children in employment, ages 7-14)\",\"Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SLF.0714.ZS\",\"Children in employment, self-employed (% of children in employment, ages 7-14)\",\"Self-employed workers are people whose remuneration depends directly on the profits derived from the goods and services they produce, with or without other employees, and include employers, own-account workers, and members of producers cooperatives.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SRV.0714.FE.ZS\",\"Child employment in services, female (% of female economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Services correspond to divisions 6-9 (ISIC revision 2) or categories G-P (ISIC revision 3) and include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SRV.0714.MA.ZS\",\"Child employment in services, male (% of male economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Services correspond to divisions 6-9 (ISIC revision 2) or categories G-P (ISIC revision 3) and include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SRV.0714.ZS\",\"Child employment in services (% of economically active children ages 7-14)\",\"Employment by economic activity refers to the distribution of economically active children by the major industrial categories (ISIC revision 2 or revision 3). Services correspond to divisions 6-9 (ISIC revision 2) or categories G-P (ISIC revision 3) and include wholesale and retail trade, hotels and restaurants, transport, financial intermediation, real estate, public administration, education, health and social work, other community services, and private household activity. Economically active children refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.SRV.EMPL.FE.ZS\",\"Employment in services, female (% of female employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.SRV.EMPL.MA.ZS\",\"Employment in services, male (% of male employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.SRV.EMPL.ZS\",\"Employment in services (% of total employment)\",\"Employment is defined as persons of working age who were engaged in any activity to produce goods or provide services for pay or profit, whether at work during the reference period or not at work due to temporary absence from a job, or to working-time arrangement. The services sector consists of wholesale and retail trade and restaurants and hotels; transport, storage, and communications; financing, insurance, real estate, and business services; and community, social, and personal services, in accordance with divisions 6-9 (ISIC 2) or categories G-Q (ISIC 3) or categories G-U (ISIC 4).\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TIM.DWRK.FE\",\"Time spent in domestic work, female (hours)\",\"Time spent in domestic work, female refers to average hours per day that women ages 20-74 spent on housework, child and adult care, gardening and pet care, construction and repairs, shopping and services, and household management.\",\"Gender Statistics\",\"United Nations Economic Commission for Europe (UNECE) Statistical Database. Website: http://w3.unece.org/pxweb/DATABASE/STAT/Gender.stat.asp\"\n\"SL.TIM.DWRK.MA\",\"Time spent in domestic work, male (hours)\",\"Time spent in domestic work, male refers to average hours per day that men ages 20-74 spent on housework, child and adult care, gardening and pet care, construction and repairs, shopping and services, and household management.\",\"Gender Statistics\",\"United Nations Economic Commission for Europe (UNECE) Statistical Database. Website: http://w3.unece.org/pxweb/DATABASE/STAT/Gender.stat.asp\"\n\"SL.TLF\",\"Number of people in labor force\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.TLF.0714.FE.ZS\",\"Children in employment, female (% of female children ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.MA.ZS\",\"Children in employment, male (% of male children ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.FE.TM\",\"Average working hours of children, study and work, female, ages 7-14 (hours per week)\",\"Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.FE.ZS\",\"Children in employment, study and work, female (% of female children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.MA.TM\",\"Average working hours of children, study and work, male, ages 7-14 (hours per week)\",\"Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.MA.ZS\",\"Children in employment, study and work, male (% of male children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.TM\",\"Average working hours of children, study and work, ages 7-14 (hours per week)\",\"Average working hours of children studying and working refer to the average weekly working hours of those children who are attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.SW.ZS\",\"Children in employment, study and work (% of children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Study and work refer to children attending school in combination with economic activity.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.FE.TM\",\"Average working hours of children, working only, female, ages 7-14 (hours per week)\",\"Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.FE.ZS\",\"Children in employment, work only, female (% of female children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.MA.TM\",\"Average working hours of children, working only, male, ages 7-14 (hours per week)\",\"Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.MA.ZS\",\"Children in employment, work only, male (% of male children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.TM\",\"Average working hours of children, working only, ages 7-14 (hours per week)\",\"Average working hours of children working only refers to the average weekly working hours of those children who are involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.WK.ZS\",\"Children in employment, work only (% of children in employment, ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey. Work only refers to children involved in economic activity and not attending school.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.0714.ZS\",\"Children in employment, total (% of children ages 7-14)\",\"Children in employment refer to children involved in economic activity for at least one hour in the reference week of the survey.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.TLF.1524.FE.IN\",\"Labor force (15-24 years), female\",\"Total labor force comprises people ages 15 to 24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1524.FE.ZS\",\"Labor force (15-24 years), female (% of total labor force 15-24 years)\",\"Labor participation rate, female (% of female population ages 15-24)\",\"Africa Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.TLF.1524.IN\",\"Labor force (15-24 years), total\",\"Total labor force comprises people ages 15-24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1524.MA.IN\",\"Labor force (15-24 years), male\",\"Total labor force comprises people ages 15 to 24 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1524.MA.ZS\",\"Labor force (15-24 years), male (% of total labor force 15-24 years)\",\"Labor participation rate, male (% of male population ages 15-24)\",\"Africa Development Indicators\",\"ILO Key Indicators of the Labour Market (KILM).\"\n\"SL.TLF.1564.FE.IN\",\"Labor force (15-64 years), female\",\"The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1564.FE.ZS\",\"Labor force (15-64 years), female (% of total labor force 15-64 years)\",\"The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1564.IN\",\"Labor force (15-64 years), total\",\"The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1564.MA.IN\",\"Labor force (15-64 years), male\",\"The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.1564.MA.ZS\",\"Labor force (15-64 years), male (% of total labor force 15-64 years)\",\"The labor force comprising people ages 15 to 64 who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.FE.NE.ZS\",\"Labor force participation rate for ages 15-24, female (%) (national estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.FE.ZS\",\"Labor force participation rate for ages 15-24, female (%) (modeled ILO estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.MA.NE.ZS\",\"Labor force participation rate for ages 15-24, male (%) (national estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.MA.ZS\",\"Labor force participation rate for ages 15-24, male (%) (modeled ILO estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.NE.ZS\",\"Labor force participation rate for ages 15-24, total (%) (national estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.1524.ZS\",\"Labor force participation rate for ages 15-24, total (%) (modeled ILO estimate)\",\"Labor force participation rate for ages 15-24 is the proportion of the population ages 15-24 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.FE.ZS\",\"Labor force participation rate, female (% of female population ages 15-64) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.MA.ZS\",\"Labor force participation rate, male (% of male population ages 15-64) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.ACTI.ZS\",\"Labor force participation rate, total (% of total population ages 15-64) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15-64 that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2534.FE.ZS\",\"Labor participation rate, female (% of female population ages 25-34)\",\"Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2534.MA.ZS\",\"Labor participation rate, male (% of male population ages 25-34)\",\"Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2534.ZS\",\"Labor participation rate, total (% of total population ages 25-34)\",\"Labor force participation rate is the proportion of the population ages 25-34 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2554.FE.ZS\",\"Labor participation rate, female (% of female population ages 25-54)\",\"Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2554.MA.ZS\",\"Labor participation rate, male (% of male population ages 25-54)\",\"Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.2554.ZS\",\"Labor participation rate, total (% of total population ages 25-54)\",\"Labor force participation rate is the proportion of the population ages 25-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.3554.FE.ZS\",\"Labor participation rate, female (% of female population ages 35-54)\",\"Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.3554.MA.ZS\",\"Labor participation rate, male (% of male population ages 35-54)\",\"Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.3554.ZS\",\"Labor participation rate, total (% of total population ages 35-54)\",\"Labor force participation rate is the proportion of the population ages 35-54 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.5564.FE.ZS\",\"Labor participation rate, female (% of female population ages 55-64)\",\"Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.5564.MA.ZS\",\"Labor participation rate, male (% of male population ages 55-64)\",\"Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.5564.ZS\",\"Labor participation rate, total (% of total population ages 55-64)\",\"Labor force participation rate is the proportion of the population ages 55-64 that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.65UP.FE.ZS\",\"Labor participation rate, female (% of female population ages 65+)\",\"Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.65UP.MA.ZS\",\"Labor participation rate, male (% of male population ages 65+)\",\"Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.65UP.ZS\",\"Labor participation rate, total (% of total population ages 65+)\",\"Labor force participation rate is the proportion of the population ages 65 and older that is economically active: all people who supply labor for the production of goods and services during a specified period. The participation rates are harmonized to account for differences in national data collection and tabulation methodologies as well as for other country-specific factors such as military service requirements. The series includes both nationally reported and imputed data and only estimates that are national, meaning there are no geographic limitations in coverage.\",\"Africa Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.FE.NE.ZS\",\"Labor force participation rate, female (% of female population ages 15+) (national estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.FE.ZS\",\"Labor force participation rate, female (% of female population ages 15+) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.FM.NE.ZS\",\"Ratio of female to male labor force participation rate (%) (national estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.FM.ZS\",\"Ratio of female to male labor force participation rate (%) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.MA.NE.ZS\",\"Labor force participation rate, male (% of male population ages 15+) (national estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.MA.ZS\",\"Labor force participation rate, male (% of male population ages 15+) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.NE.ZS\",\"Labor force participation rate, total (% of total population ages 15+) (national estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.CACT.ZS\",\"Labor force participation rate, total (% of total population ages 15+) (modeled ILO estimate)\",\"Labor force participation rate is the proportion of the population ages 15 and older that is economically active: all people who supply labor for the production of goods and services during a specified period.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PART.FE.ZS\",\"Part time employment, female (% of total female employment)\",\"Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PART.MA.ZS\",\"Part time employment, male (% of total male employment)\",\"Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PART.TL.FE.ZS\",\"Part time employment, female (% of total part time employment)\",\"Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PART.ZS\",\"Part time employment, total (% of total employment)\",\"Part time employment refers to regular employment in which working time is substantially less than normal. Definitions of part time employment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PRIM.FE.ZS\",\"Labor force with primary education, female (% of female labor force)\",\"Female labor force with primary education is the share of the female labor force that attained or completed primary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PRIM.MA.ZS\",\"Labor force with primary education, male (% of male labor force)\",\"Male labor force with primary education is the share of the male labor force that attained or completed primary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.PRIM.ZS\",\"Labor force with primary education (% of total)\",\"Labor force with primary education is the share of the total labor force that attained or completed primary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.SECO.FE.ZS\",\"Labor force with secondary education, female (% of female labor force)\",\"Female labor force with secondary education is the share of the female labor force that attained or completed secondary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.SECO.MA.ZS\",\"Labor force with secondary education, male (% of male labor force)\",\"Male labor force with secondary education is the share of the male labor force that attained or completed secondary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.SECO.ZS\",\"Labor force with secondary education (% of total)\",\"Labor force with secondary education is the share of the total labor force that attained or completed secondary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.TERT.FE.ZS\",\"Labor force with tertiary education, female (% of female labor force)\",\"Female labor force with tertiary education is the share of the female labor force that attained or completed tertiary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.TERT.MA.ZS\",\"Labor force with tertiary education, male (% of male labor force)\",\"Male labor force with tertiary education is the share of the male labor force that attained or completed tertiary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.TERT.ZS\",\"Labor force with tertiary education (% of total)\",\"Labor force with tertiary education is the share of the total labor force that attained or completed tertiary education as the highest level of education.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.TLF.TOTL.FE.ZS\",\"Labor force, female (% of total labor force)\",\"Female labor force as a percentage of the total show the extent to which women are active in the labor force. Labor force comprises people ages 15 and older who meet the International Labour Organization's definition of the economically active population.\",\"World Development Indicators\",\"International Labour Organization, using World Bank population estimates.\"\n\"SL.TLF.TOTL.IN\",\"Labor force, total\",\"Total labor force comprises people ages 15 and older who meet the International Labour Organization definition of the economically active population: all people who supply labor for the production of goods and services during a specified period. It includes both the employed and the unemployed. While national practices vary in the treatment of such groups as the armed forces and seasonal or part-time workers, in general the labor force includes the armed forces, the unemployed, and first-time job-seekers, but excludes homemakers and other unpaid caregivers and workers in the informal sector.\",\"World Development Indicators\",\"International Labour Organization, using World Bank population estimates.\"\n\"SL.TLF.TOTL.MA.IN\",\"Labor force, male\",\"Male labor force comprises all males who meet the International Labour Organization's definition of the economically active population.\",\"Africa Development Indicators\",\"International Labour Organization, using World Bank population estimates.\"\n\"SL.TLF.TOTL.MA.ZS\",\"Labor force, male (% of total labor force)\",\"Male labor force as a percentage of the total show the extent to which men are active in the labor force. Labor force comprises people ages 15 and older who meet the International Labour Organization's definition of the economically active population.\",\"Africa Development Indicators\",\"International Labour Organization, using World Bank population estimates.\"\n\"SL.UEM.1524.FE.NE.ZS\",\"Unemployment, youth female (% of female labor force ages 15-24) (national estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.FE.ZS\",\"Unemployment, youth female (% of female labor force ages 15-24) (modeled ILO estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.FM.NE.ZS\",\"Ratio of female to male youth unemployment rate (% ages 15-24) (national estimate)\",\"Ratio of female to male youth unemployment is the percentage of female to male youth unemployment rates.\",\"Gender Statistics\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.FM.ZS\",\"Ratio of female to male youth unemployment rate (% ages 15-24) (modeled ILO estimate)\",\"Ratio of female to male youth unemployment is the percentage of female to male youth unemployment rates.\",\"Gender Statistics\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.MA.NE.ZS\",\"Unemployment, youth male (% of male labor force ages 15-24) (national estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.MA.ZS\",\"Unemployment, youth male (% of male labor force ages 15-24) (modeled ILO estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.NE.ZS\",\"Unemployment, youth total (% of total labor force ages 15-24) (national estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.1524.ZS\",\"Unemployment, youth total (% of total labor force ages 15-24) (modeled ILO estimate)\",\"Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.LTRM.FE.ZS\",\"Long-term unemployment, female (% of female unemployment)\",\"Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.LTRM.MA.ZS\",\"Long-term unemployment, male (% of male unemployment)\",\"Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.LTRM.ZS\",\"Long-term unemployment (% of total unemployment)\",\"Long-term unemployment refers to the number of people with continuous periods of unemployment extending for a year or longer, expressed as a percentage of the total unemployed.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.NEET.FE.ZS\",\"Share of youth not in education, employment, or training, female (% of female youth population)\",\"Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.NEET.MA.ZS\",\"Share of youth not in education, employment, or training, male (% of male youth population)\",\"Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.NEET.ZS\",\"Share of youth not in education, employment, or training, total (% of youth population)\",\"Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.PRIM.FE.ZS\",\"Unemployment with primary education, female (% of female unemployment)\",\"Female unemployment with primary education is the share of the female unemployed who attained or completed primary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.PRIM.MA.ZS\",\"Unemployment with primary education, male (% of male unemployment)\",\"Male unemployment with primary education is the share of the male unemployed who attained or completed primary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.PRIM.ZS\",\"Unemployment with primary education (% of total unemployment)\",\"Unemployment with primary education is the share of the total unemployed who attained or completed primary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.SECO.FE.ZS\",\"Unemployment with secondary education, female (% of female unemployment)\",\"Female unemployment with secondary education is the share of the female unemployed who attained or completed secondary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.SECO.MA.ZS\",\"Unemployment with secondary education, male (% of male unemployment)\",\"Male unemployment with secondary education is the share of the male unemployed who attained or completed secondary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.SECO.ZS\",\"Unemployment with secondary education (% of total unemployment)\",\"Unemployment with secondary education is the share of the total unemployed who attained or completed secondary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TERT.FE.ZS\",\"Unemployment with tertiary education, female (% of female unemployment)\",\"Female unemployment with tertiary education is the share of the female unemployed who attained or completed tertiary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TERT.MA.ZS\",\"Unemployment with tertiary education, male (% of male unemployment)\",\"Male unemployment with tertiary education is the share of the male unemployed who attained or completed tertiary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TERT.ZS\",\"Unemployment with tertiary education (% of total unemployment)\",\"Unemployment with tertiary education is the share of the total unemployed who attained or completed tertiary education as the highest level.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL\",\"Number of people unemployed\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Labor Survey (SAKERNAS)\"\n\"SL.UEM.TOTL.FE.NE.ZS\",\"Unemployment, female (% of female labor force) (national estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL.FE.ZS\",\"Unemployment, female (% of female labor force) (modeled ILO estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL.MA.NE.ZS\",\"Unemployment, male (% of male labor force) (national estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL.MA.ZS\",\"Unemployment, male (% of male labor force) (modeled ILO estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL.NE.ZS\",\"Unemployment, total (% of total labor force) (national estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment. Definitions of labor force and unemployment differ by country.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.UEM.TOTL.ZS\",\"Unemployment, total (% of total labor force) (modeled ILO estimate)\",\"Unemployment refers to the share of the labor force that is without work but available for and seeking employment.\",\"World Development Indicators\",\"International Labour Organization, Key Indicators of the Labour Market database.\"\n\"SL.WAG.0714.FE.ZS\",\"Children in employment, wage workers, female (% of female children in employment, ages 7-14)\",\"Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.WAG.0714.MA.ZS\",\"Children in employment, wage workers, male (% of male children in employment, ages 7-14)\",\"Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SL.WAG.0714.ZS\",\"Children in employment, wage workers (% of children in employment, ages 7-14)\",\"Wage workers (also known as employees) are people who hold explicit (written or oral) or implicit employment contracts that provide basic remuneration that does not depend directly on the revenue of the unit for which they work.\",\"World Development Indicators\",\"Understanding Children's Work project based on data from ILO, UNICEF and the World Bank.\"\n\"SM.EMI.TERT.ZS\",\"Emigration rate of tertiary educated (% of total tertiary educated population)\",\"Emigration rate of tertiary educated shows the stock of emigrants ages 25 and older, residing in an OECD country other than that in which they were born, with at least one year of tertiary education as a percentage of the population age 25 and older with tertiary education.\",\"World Development Indicators\",\"Frédéric Docquier, B. Lindsay Lowell, and Abdeslam Marfouk's , \\\"A Gendered Assessment of Highly Skilled Emigration\\\" (2009).\"\n\"SM.POP.NETM\",\"Net migration\",\"Net migration is the net total of migrants during the period, that is, the total number of immigrants less the annual number of emigrants, including both citizens and noncitizens. Data are five-year estimates.\",\"World Development Indicators\",\"United Nations Population Division, World Population Prospects.\"\n\"SM.POP.REFG\",\"Refugee population by country or territory of asylum\",\"Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of asylum is the country where an asylum claim was filed and granted.\",\"World Development Indicators\",\"United Nations High Commissioner for Refugees (UNHCR), Statistical Yearbook and data files, complemented by statistics on Palestinian refugees under the mandate of the UNRWA as published on its website. Data from UNHCR are available online at: www.unhcr.org/statistics/populationdatabase.\"\n\"SM.POP.REFG.OR\",\"Refugee population by country or territory of origin\",\"Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of origin generally refers to the nationality or country of citizenship of a claimant.\",\"World Development Indicators\",\"United Nations High Commissioner for Refugees (UNHCR), Statistical Yearbook and data files, complemented by statistics on Palestinian refugees under the mandate of the UNRWA as published on its website. Data from UNHCR are available online at: www.unhcr.org/statistics/populationdatabase.\"\n\"SM.POP.TOTL\",\"International migrant stock, total\",\"International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees. The data used to estimate the international migrant stock at a particular time are obtained mainly from population censuses. The estimates are derived from the data on foreign-born population--people who have residence in one country but were born in another country. When data on the foreign-born population are not available, data on foreign population--that is, people who are citizens of a country other than the country in which they reside--are used as estimates. After the breakup of the Soviet Union in 1991 people living in one of the newly independent countries who were born in another were classified as international migrants. Estimates of migrant stock in the newly independent states from 1990 on are based on the 1989 census of the Soviet Union. For countries with information on the international migrant stock for at least two points in time, interpolation or extrapolation was used to estimate the international migrant stock on July 1 of the reference years. For countries with only one observation, estimates for the reference years were derived using rates of change in the migrant stock in the years preceding or following the single observation available. A model was used to estimate migrants for countries that had no data.\",\"World Development Indicators\",\"United Nations Population Division, Trends in Total Migrant Stock: 2012 Revision.\"\n\"SM.POP.TOTL.ZS\",\"International migrant stock (% of population)\",\"International migrant stock is the number of people born in a country other than that in which they live. It also includes refugees. The data used to estimate the international migrant stock at a particular time are obtained mainly from population censuses. The estimates are derived from the data on foreign-born population--people who have residence in one country but were born in another country. When data on the foreign-born population are not available, data on foreign population--that is, people who are citizens of a country other than the country in which they reside--are used as estimates. After the breakup of the Soviet Union in 1991 people living in one of the newly independent countries who were born in another were classified as international migrants. Estimates of migrant stock in the newly independent states from 1990 on are based on the 1989 census of the Soviet Union. For countries with information on the international migrant stock for at least two points in time, interpolation or extrapolation was used to estimate the international migrant stock on July 1 of the reference years. For countries with only one observation, estimates for the reference years were derived using rates of change in the migrant stock in the years preceding or following the single observation available. A model was used to estimate migrants for countries that had no data.\",\"World Development Indicators\",\"United Nations Population Division, Trends in Total Migrant Stock: 2008 Revision.\"\n\"SN.ITK.DEFC\",\"Number of people who are undernourished\",\"Food and Agriculture Organization (http://www.fao.org/publications/en/).\",\"Health Nutrition and Population Statistics\",\"Food and Agriculture Organization (http://www.fao.org/publications/en/).\"\n\"SN.ITK.DEFC.POP\",\"Prevalence of undernourishment (population)\",\"Population below minimum dietary energy consumption is the population whose food intake is insufficient to meet dietary energy requirements continuously. \",\"Africa Development Indicators\",\"Food and Agriculture Organization (http://www.fao.org/faostat/foodsecurity/index_en.htm).\"\n\"SN.ITK.DEFC.ZS\",\"Prevalence of undernourishment (% of population)\",\"Population below minimum level of dietary energy consumption (also referred to as prevalence of undernourishment) shows the percentage of the population whose food intake is insufficient to meet dietary energy requirements continuously. Data showing as 2.5 signifies a prevalence of undernourishment below 2.5%.\",\"World Development Indicators\",\"Food and Agriculture Organization (http://www.fao.org/publications/en/).\"\n\"SN.ITK.DFCT\",\"Depth of the food deficit (kilocalories per person per day)\",\"The depth of the food deficit indicates how many calories would be needed to lift the undernourished from their status, everything else being constant. The average intensity of food deprivation of the undernourished, estimated as the difference between the average dietary energy requirement and the average dietary energy consumption of the undernourished population (food-deprived), is multiplied by the number of undernourished to provide an estimate of the total food deficit in the country, which is then normalized by the total population.\",\"World Development Indicators\",\"Food and Agriculture Organization, Food Security Statistics.\"\n\"SN.ITK.DPTH\",\"Depth of hunger (kilocalories per person per day)\",\"Depth of hunger or the intensity of food deprivation, indicates how much food-deprived people fall short of minimum food needs in terms of dietary energy. The food deficit, in kilocalories per person per day, is measured by comparing the average amount of dietary energy that undernourished people get from the foods they eat with the minimum amount of dietary energy they need to maintain body weight and undertake light activity. The depth of hunger is low when it is less than 200 kilocalories per person per day, and high when it is higher than 300 kilocalories per person per day.\",\"Africa Development Indicators\",\"Food and Agriculture Organization, Food Security Statistics (http://www.fao.org/economic/ess/food-security-statistics/en/).\"\n\"SN.ITK.SALT.ZS\",\"Consumption of iodized salt (% of households)\",\"Consumption of iodized salt refers to the percentage of households that use edible salt fortified with iodine.\",\"World Development Indicators\",\"United Nations Children's Fund, State of the World's Children.\"\n\"SN.ITK.VAPP.Q1.ZS\",\"Vitamin A supplements for postpartum women (% of women with a birth): Q1 (lowest)\",\"Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VAPP.Q2.ZS\",\"Vitamin A supplements for postpartum women (% of women with a birth): Q2\",\"Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VAPP.Q3.ZS\",\"Vitamin A supplements for postpartum women (% of women with a birth): Q3\",\"Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VAPP.Q4.ZS\",\"Vitamin A supplements for postpartum women (% of women with a birth): Q4\",\"Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VAPP.Q5.ZS\",\"Vitamin A supplements for postpartum women (% of women with a birth): Q5 (highest)\",\"Vitamin A supplements for postpartum women: Percentage of women with a birth in the five (two) years preceding the survey who received a vitamin A dose in the first two months after delivery. The DHS surveys refer births in the five years preceding the survey, and the MICS surveys refer births in the two years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.Q1.ZS\",\"Vitamin A supplements for children (% of children ages 6-59 months): Q1 (lowest)\",\"Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.Q2.ZS\",\"Vitamin A supplements for children (% of children ages 6-59 months): Q2\",\"Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.Q3.ZS\",\"Vitamin A supplements for children (% of children ages 6-59 months): Q3\",\"Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.Q4.ZS\",\"Vitamin A supplements for children (% of children ages 6-59 months): Q4\",\"Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.Q5.ZS\",\"Vitamin A supplements for children (% of children ages 6-59 months): Q5 (highest)\",\"Vitamin A supplements for children: Percentage of children aged 6-59 months who received vitamin A supplements in the six months preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SN.ITK.VITA.ZS\",\"Vitamin A supplementation coverage rate (% of children ages 6-59 months)\",\"Vitamin A supplementation refers to the percentage of children ages 6-59 months old who received at least two doses of vitamin A in the previous year.\",\"World Development Indicators\",\"United Nations Children's Fund, State of the World's Children.\"\n\"SN.SH.STA.MALN.ZS\",\"Sub-National Malnutrition prevalence, weight for age (% of children under 5)\",\"Prevalence of child malnutrition is the percentage of children under age 5 whose weight for age is more than two standard deviations below the median for the international reference population ages 0-59 months. The data are based on the WHO's new child growth standards released in 2006.\",\"Subnational Malnutrition Database\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SN.SH.STA.OWGH.ZS\",\"Sub-National Prevalence of overweight (% of children under 5)\",\"Prevalence of overweight children is the percentage of children under age 5 whose weight for height is more than two standard deviations above the median for the international reference population of the corresponding age as established by the WHO's new child growth standards released in 2006.\",\"Subnational Malnutrition Database\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SN.SH.STA.STNT.ZS\",\"Sub-National Malnutrition prevalence, height for age (% of children under 5)\",\"Prevalence of child malnutrition is the percentage of children under age 5 whose height for age (stunting) is more than two standard deviations below the median for the international reference population ages 0-59 months. For children up to two years old height is measured by recumbent length. For older children height is measured by stature while standing. The data are based on the WHO's new child growth standards released in 2006.\",\"Subnational Malnutrition Database\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SN.SH.STA.WAST.ZS\",\"Sub-National Prevalence of wasting (% of children under 5)\",\"Wasting prevalence is the proportion of children under five whose weight for height is more than two standard deviations below the median for the international reference population ages 0-59.\",\"Subnational Malnutrition Database\",\"World Health Organization, Global Database on Child Growth and Malnutrition. Country-level data are unadjusted data from national surveys, and thus may not be comparable across countries. Adjusted, comparable data are available at http://www.who.int/nutgrowthdb/en. Aggregation is based on UNICEF, WHO, and the World Bank harmonized dataset (adjusted, comparable data) and methodology.\"\n\"SN.SH.SVR.WAST.ZS\",\"Sub-National Prevalence of severe wasting, weight for height (% of children under 5)\",\"Yet to receive metadata\",\"Subnational Malnutrition Database\",\"Yet to receive metadata\"\n\"SORGHUM\",\"Sorghum, $/mt, current$\",\"Sorghum (US), no. 2 milo yellow, f.o.b. Gulf ports\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agriculture; World Bank.\"\n\"SOYBEAN_MEAL\",\"Soybean meal, $/mt, current$\",\"Soybean meal (any origin), Argentine 45/46% extraction, c.i.f. Rotterdam beginning 1990; previously US 44%\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"SOYBEAN_OIL\",\"Soybean oil, $/mt, current$\",\"Soybean oil (Any origin), crude, f.o.b. ex-mill Netherlands\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"SOYBEANS\",\"Soybeans, $/mt, current$\",\"Soybeans (US), c.i.f. Rotterdam\",\"Global Economic Monitor (GEM) Commodities\",\"ISTA Mielke GmbH, Oil World; US Department of Agriculture; World Bank.\"\n\"SP.ADO.TFRT\",\"Adolescent fertility rate (births per 1,000 women ages 15-19)\",\"Adolescent fertility rate is the number of births per 1,000 women ages 15-19.\",\"World Development Indicators\",\"United Nations Population Division, World Population Prospects.\"\n\"SP.DTH.INFR.ZS\",\"Completeness of infant death reporting (% of reported infant deaths to estimated infant deaths)\",\"Completeness of infant death reporting is the number of infant deaths reported by national statistics authorities to the United Nations Statistics Division's Demography Yearbook divided by the number of infant deaths estimated by the United Nations Population Division.\",\"World Development Indicators\",\"The United Nations Statistics Division's Population and Vital Statistics Report and the United Nations Population Division's World Population Prospects.\"\n\"SP.DTH.REPT.ZS\",\"Completeness of total death reporting (% of reported total deaths to estimated total deaths)\",\"Completeness of total death reporting is the number of total deaths reported by national statistics authorities to the United Nations Statistics Division's Demography Yearbook divided by the number of total deaths estimated by the United Nations Population Division.\",\"World Development Indicators\",\"The United Nations Statistics Division's Population and Vital Statistics Report and the United Nations Population Division's World Population Prospects.\"\n\"SP.DYN.1ANTE.ZS\",\"Antenatal care coverage provided by a skilled health provider, at least one visit (%)\",\"Antenatal care coverage (at least one visit) is the percentage of women aged 15-49 with a live birth in a given time period that received antenatal care provided by skilled health personnel (doctors, nurses, or midwives) at least once during pregnancy, as a percentage of women age 15-49 years with a live birth in a given time period. A skilled health worker/attendant is an accredited health professional - such as a midwife, doctor or nurse - who has been educated and trained to proficiency in the skills needed to manage normal (uncomplicated) pregnancies, childbirth and the immediate postnatal period, and in the identification, management and referral of complications in women and newborns. Both trained and untrained traditional birth attendants (TBA) are excluded. \",\"Africa Development Indicators\",\"http://www.who.int/reproductive-health/global_monitoring/index.html\"\n\"SP.DYN.4ANTE.ZS\",\"Antenatal care coverage provided by any provider (skilled or unskilled), at least four visits (%)\",\"Antenatal care coverage (at least four visits) is the percentage of women aged 15-49 with a live birth in a given time period that received antenatal care four or more times with ANY provider (whether skilled or unskilled), as a percentage of women age 15-49 years with a live birth in a given time period. \",\"Africa Development Indicators\",\"http://www.who.int/reproductive-health/global_monitoring/index.html\"\n\"SP.DYN.AMRT.FE\",\"Mortality rate, adult, female (per 1,000 female adults)\",\"Adult mortality rate is the probability of dying between the ages of 15 and 60--that is, the probability of a 15-year-old dying before reaching age 60, if subject to age-specific mortality rates of the specified year between those ages.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects. New York, United Nations, Department of Economic and Social Affairs (advanced Excel tables). Available at http://esa.un.org/wpp/unpp/panel_population.htm, (2) University of California, Berkeley, and Max Planck Institute for Demographic Research. Human Mortality Database. [ www.mortality.org or www.humanmortality.de].\"\n\"SP.DYN.AMRT.MA\",\"Mortality rate, adult, male (per 1,000 male adults)\",\"Adult mortality rate is the probability of dying between the ages of 15 and 60--that is, the probability of a 15-year-old dying before reaching age 60, if subject to age-specific mortality rates of the specified year between those ages.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects. New York, United Nations, Department of Economic and Social Affairs (advanced Excel tables). Available at http://esa.un.org/wpp/unpp/panel_population.htm, (2) University of California, Berkeley, and Max Planck Institute for Demographic Research. Human Mortality Database. [ www.mortality.org or www.humanmortality.de].\"\n\"SP.DYN.CBRT.IN\",\"Birth rate, crude (per 1,000 people)\",\"Crude birth rate indicates the number of live births occurring during the year, per 1,000 population estimated at midyear. Subtracting the crude death rate from the crude birth rate provides the rate of natural increase, which is equal to the rate of population change in the absence of migration.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.CDRT.IN\",\"Death rate, crude (per 1,000 people)\",\"Crude death rate indicates the number of deaths occurring during the year, per 1,000 population estimated at midyear. Subtracting the crude death rate from the crude birth rate provides the rate of natural increase, which is equal to the rate of population change in the absence of migration.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.CEBN.Q1\",\"Mean number of children ever born to women aged 40-49: Q1 (lowest)\",\"Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CEBN.Q2\",\"Mean number of children ever born to women aged 40-49: Q2\",\"Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CEBN.Q3\",\"Mean number of children ever born to women aged 40-49: Q3\",\"Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CEBN.Q4\",\"Mean number of children ever born to women aged 40-49: Q4\",\"Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CEBN.Q5\",\"Mean number of children ever born to women aged 40-49: Q5 (highest)\",\"Mean number of children ever born to women aged 40-49: Mean number of children ever born (CEB) to women aged 40-49 years.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.Q1.ZS\",\"Current use of contraception (modern method) (% of married women): Q1 (lowest)\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.Q2.ZS\",\"Current use of contraception (modern method) (% of married women): Q2\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.Q3.ZS\",\"Current use of contraception (modern method) (% of married women): Q3\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.Q4.ZS\",\"Current use of contraception (modern method) (% of married women): Q4\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.Q5.ZS\",\"Current use of contraception (modern method) (% of married women): Q5 (highest)\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONM.ZS\",\"Contraceptive prevalence, modern methods (% of women ages 15-49)\",\"Contraceptive prevalence rate is the percentage of women who are practicing, or whose sexual partners are practicing, at least one modern method of contraception. It is usually measured for women ages 15-49 who are married or in union. Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception.\",\"World Development Indicators\",\"Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.\"\n\"SP.DYN.CONU.CDM.ZS\",\"Contraceptive use among married women 15-49 years old, condom (%)\",\"Contraceptive prevalence, condom use is the percentage of women married or in-union aged 15 to 49, whose sexual partner is currently using a male condom for contraceptive purposes. \",\"Africa Development Indicators\",\"Household surveys, including Demographic and Health Surveys by Macro International and Multiple Indicator Cluster Surveys by UNICEF.\"\n\"SP.DYN.CONU.MDN.ZS\",\"Contraceptive use among married women 15-49 years old, modern method (%)\",\"Contraceptive prevalence, modern methods is the percentage of women married or in-union aged 15 to 49 who are currently using, or whose sexual partner is using, at least one modern method of contraception, regardless of the method used. Modern methods of contraception include female and male sterilization, oral hormonal pills, the intra-uterine device (IUD), the male condom, injectables, the implant (including Norplant), vaginal barrier methods, the female condom and emergency contraception. \",\"Africa Development Indicators\",\"Household surveys, including Demographic and Health Surveys by Macro International and Multiple Indicator Cluster Surveys by UNICEF.\"\n\"SP.DYN.CONU.Q1.ZS\",\"Current use of contraception (any method) (% of married women): Q1 (lowest)\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONU.Q2.ZS\",\"Current use of contraception (any method) (% of married women): Q2\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONU.Q3.ZS\",\"Current use of contraception (any method) (% of married women): Q3\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONU.Q4.ZS\",\"Current use of contraception (any method) (% of married women): Q4\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONU.Q5.ZS\",\"Current use of contraception (any method) (% of married women): Q5 (highest)\",\"Current use of contraception: Percentage of currently married women who are using or whose partners are using any method of contraception and modern method of contraception. Modern method includes female sterilization, male sterilization, pill, IUD, injections, implants, male condom, female condom, diaphragm, foam, and jelly. Traditional method includes periodic abstinence, withdrawal, long term abstinence, folk method, and others.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.CONU.ZS\",\"Contraceptive prevalence, any methods (% of women ages 15-49)\",\"Contraceptive prevalence rate is the percentage of women who are practicing, or whose sexual partners are practicing, any form of contraception. It is usually measured for women ages 15-49 who are married or in union.\",\"World Development Indicators\",\"UNICEF's State of the World's Children and Childinfo, United Nations Population Division's World Contraceptive Use, household surveys including Demographic and Health Surveys and Multiple Indicator Cluster Surveys.\"\n\"SP.DYN.IMRT.FE.IN\",\"Mortality rate, infant, female (per 1,000 live births)\",\"Infant mortality rate, female is the number of female infants dying before reaching one year of age, per 1,000 female live births in a given year.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SP.DYN.IMRT.IN\",\"Mortality rate, infant (per 1,000 live births)\",\"Infant mortality rate is the number of infants dying before reaching one year of age, per 1,000 live births in a given year.\",\"World Development Indicators\",\"Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org. Projected data are from the United Nations Population Division's World Population Prospects; and may in some cases not be consistent with data before the current year.\"\n\"SP.DYN.IMRT.MA.IN\",\"Mortality rate, infant, male (per 1,000 live births)\",\"Infant mortality rate, male is the number of male infants dying before reaching one year of age, per 1,000 male live births in a given year.\",\"World Development Indicators\",\"Estimates developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.\"\n\"SP.DYN.IMRT.Q1\",\"Infant mortality rate (per 1,000 live births): Q1 (lowest)\",\"Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.IMRT.Q2\",\"Infant mortality rate (per 1,000 live births): Q2\",\"Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.IMRT.Q3\",\"Infant mortality rate (per 1,000 live births): Q3\",\"Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.IMRT.Q4\",\"Infant mortality rate (per 1,000 live births): Q4\",\"Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.IMRT.Q5\",\"Infant mortality rate (per 1,000 live births): Q5 (highest)\",\"Infant mortality rate: Number of deaths to children under age twelve months per 1000 live births, based on experience during the reference period before the survey. The reference period is ten years preceding the survey for DHS surveys, and the reference period varies for MICS surveys (often three to five years preceding the survey).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.LE00.FE.IN\",\"Life expectancy at birth, female (years)\",\"Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.LE00.IN\",\"Life expectancy at birth, total (years)\",\"Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.\",\"World Development Indicators\",\"Derived from male and female life expectancy at birth from sources such as: (1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.LE00.MA.IN\",\"Life expectancy at birth, male (years)\",\"Life expectancy at birth indicates the number of years a newborn infant would live if prevailing patterns of mortality at the time of its birth were to stay the same throughout its life.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.LE60.FE.IN\",\"Life expectancy at age 60, female\",\"Life expectancy at age 60, female is the average number of years that a female at age 60 would live if prevailing patterns of mortality at the time of age 60 were to stay the same throughout her life.\",\"Gender Statistics\",\"United Nations Population Division World Population Prospects\"\n\"SP.DYN.LE60.MA.IN\",\"Life expectancy at age 60, male\",\"Life expectancy at age 60, male is the average number of years that a male at age 60 would live if prevailing patterns of mortality at the time of age 60 were to stay the same throughout his life.\",\"Gender Statistics\",\"United Nations Population Division World Population Prospects\"\n\"SP.DYN.TFRT.IN\",\"Fertility rate, total (births per woman)\",\"Total fertility rate represents the number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates of the specified year.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.DYN.TFRT.Q1\",\" Total fertility rate (TFR) (births per woman): Q1 (lowest)\",\"Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.TFRT.Q2\",\" Total fertility rate (TFR) (births per woman): Q2\",\"Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.TFRT.Q3\",\" Total fertility rate (TFR) (births per woman): Q3\",\"Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.TFRT.Q4\",\" Total fertility rate (TFR) (births per woman): Q4\",\"Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.TFRT.Q5\",\" Total fertility rate (TFR) (births per woman): Q5 (highest)\",\"Total fertility rate (TFR): The number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates currently observed. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.TO65.FE.ZS\",\"Survival to age 65, female (% of cohort)\",\"Survival to age 65 refers to the percentage of a cohort of newborn infants that would survive to age 65, if subject to age specific mortality rates of the specified year.\",\"World Development Indicators\",\"United Nations Population Division. World Population Prospects. New York, United Nations, Department of Economic and Social Affairs (advanced Excel tables). Available at http://esa.un.org/wpp/unpp/panel_population.htm.\"\n\"SP.DYN.TO65.MA.ZS\",\"Survival to age 65, male (% of cohort)\",\"Survival to age 65 refers to the percentage of a cohort of newborn infants that would survive to age 65, if subject to age specific mortality rates of the specified year.\",\"World Development Indicators\",\"United Nations Population Division. World Population Prospects. New York, United Nations, Department of Economic and Social Affairs (advanced Excel tables). Available at http://esa.un.org/wpp/unpp/panel_population.htm.\"\n\"SP.DYN.WFRT\",\"Wanted fertility rate (births per woman)\",\"Wanted fertility rate is an estimate of what the total fertility rate would be if all unwanted births were avoided.\",\"World Development Indicators\",\"Demographic and Health Surveys.\"\n\"SP.DYN.WFRT.Q1\",\"Total wanted fertility rate (births per woman): Q1 (lowest)\",\"Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.WFRT.Q2\",\"Total wanted fertility rate (births per woman): Q2\",\"Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.WFRT.Q3\",\"Total wanted fertility rate (births per woman): Q3\",\"Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.WFRT.Q4\",\"Total wanted fertility rate (births per woman): Q4\",\"Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.DYN.WFRT.Q5\",\"Total wanted fertility rate (births per woman): Q5 (highest)\",\"Total wanted fertility rate: Total wanted fertility rate is an estimate what the total fertility rate would be if all unwanted births were avoided. The reference period is three years preceding the survey.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.HOU.FEMA.ZS\",\"Female headed households (% of households with a female head)\",\"Female headed households shows the percentage of households with a female head.\",\"World Development Indicators\",\"Demographic and Health Surveys.\"\n\"SP.M18.2024.FE.ZS\",\"Women who were first married by age 18 (% of women ages 20-24)\",\"Women who were first married by age 18 refers to the percentage of women ages 20-24 who were first married by age 18.\",\"World Development Indicators\",\"Demographic and Health Surveys (DHS), Multiple Indicator Cluster Surveys (MICS), AIDS Indicator Surveys(AIS), Reproductive Health Survey(RHS), and other household surveys.\"\n\"SP.MTR.1519.Q1.ZS\",\"Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q1 (lowest)\",\"Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.MTR.1519.Q2.ZS\",\"Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q2\",\"Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.MTR.1519.Q3.ZS\",\"Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q3\",\"Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.MTR.1519.Q4.ZS\",\"Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q4\",\"Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.MTR.1519.Q5.ZS\",\"Teenage pregnancy and motherhood (% of women ages 15-19 who have had children or are currently pregnant): Q5 (highest)\",\"Teenage pregnancy and motherhood: Percentage of women aged 15-19 years who are mothers or pregnant with their first child.\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.MTR.1519.ZS\",\"Teenage mothers (% of women ages 15-19 who have had children or are currently pregnant)\",\"Teenage mothers are the percentage of women ages 15-19 who already have children or are currently pregnant.\",\"World Development Indicators\",\"Demographic and Health Surveys.\"\n\"SP.POP.0004.FE\",\"Female population 00-04\",\"Female population between the ages 0 to 4.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0004.FE.5Y\",\"Population ages 0-4, female (% of female population)\",\"Female population between the ages 0 to 4 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.0004.MA\",\"Male population 00-04\",\"Male population between the ages 0 to 4.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0004.MA.5Y\",\"Population ages 0-4, male (% of male population)\",\"Male population between the ages 0 to 4 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.0014.FE.IN\",\"Population ages 0-14, female\",\"Female population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.0014.FE.ZS\",\"Population ages 0-14, female (% of total)\",\"Female population between the ages 0 to 14 as a percentage of the total female population. Population is based on the de facto definition of population.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0014.MA.IN\",\"Population, ages 0-14, male\",\"Male population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World P\"\n\"SP.POP.0014.MA.ZS\",\"Population ages 0-14, male (% of total)\",\"Male population between the ages 0 to 14 as a percentage of the total male population. Population is based on the de facto definition of population.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0014.TO\",\"Population, ages 0-14, total\",\"Total population between the ages 0 to 14. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World P\"\n\"SP.POP.0014.TO.ZS\",\"Population ages 0-14 (% of total)\",\"Population between the ages 0 to 14 as a percentage of the total population. Population is based on the de facto definition of population.\",\"World Development Indicators\",\"World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0024.TO.ZS\",\"Population 0-24 (% of total population)\",\"Population ages 0 to 24 is the percentage of the total population that is in the age group 0 to 24. \",\"Africa Development Indicators\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.0305.FE.UN\",\"Population, ages 3-5, female\",\"Population, ages 3-5, female is the total number of females age 3-5.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0305.MA.UN\",\"Population, ages 3-5, male\",\"Population, ages 3-5, male is the total number of males age 3-5.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0305.TO.UN\",\"Population, ages 3-5, total\",\"Population, ages 3-5, total is the total population age 3-5.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0406.FE.UN\",\"Population, ages 4-6, female\",\"Population, ages 4-6, female is the total number of females age 4-6.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0406.MA.UN\",\"Population, ages 4-6, male\",\"Population, ages 4-6, male is the total number of males age 4-6.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0406.TO.UN\",\"Population, ages 4-6, total\",\"Population, ages 4-6, total is the total population age 4-6.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0509.FE\",\"Female population 05-09\",\"Female population between the ages 5 to 9.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0509.FE.5Y\",\"Population ages 5-9, female (% of female population)\",\"Female population between the ages 5 to 9 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.0509.FE.UN\",\"Population, ages 5-9, female\",\"Population, ages 5-9, female is the total number of females age 5-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0509.MA\",\"Male population 05-09\",\"Male population between the ages 5 to 9.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.0509.MA.5Y\",\"Population ages 5-9, male (% of male population)\",\"Male population between the ages 5 to 9 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.0509.MA.UN\",\"Population, ages 5-9, male\",\"Population, ages 5-9, male is the total number of males age 5-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0509.TO.UN\",\"Population, ages 5-9, total\",\"Population, ages 5-9, total is the total population age 5-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0510.FE.UN\",\"Population, ages 5-10, female\",\"Population, ages 5-10, female is the total number of females age 5-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0510.MA.UN\",\"Population, ages 5-10, male\",\"Population, ages 5-10, male is the total number of males age 5-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0510.TO.UN\",\"Population, ages 5-10, total\",\"Population, ages 5-10, total is the total population age 5-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0511.FE.UN\",\"Population, ages 5-11, female\",\"Population, ages 5-11, female is the total number of females age 5-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0511.MA.UN\",\"Population, ages 5-11, male\",\"Population, ages 5-11, male is the total number of males age 5-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0511.TO.UN\",\"Population, ages 5-11, total\",\"Population, ages 5-11, total is the total population age 5-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0609.FE.UN\",\"Population, ages 6-9, female\",\"Population, ages 6-9, male is the total number of males age 6-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0609.MA.UN\",\"Population, ages 6-9, male\",\"Population, ages 6-9, total is the total population age 6-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0609.TO.UN\",\"Population, ages 6-9, total\",\"Population, ages 6-9, female is the total number of females age 6-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0610.FE.UN\",\"Population, ages 6-10, female\",\"Population, ages 6-10, female is the total number of females age 6-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0610.MA.UN\",\"Population, ages 6-10, male\",\"Population, ages 6-10, male is the total number of males age 6-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0610.TO.UN\",\"Population, ages 6-10, total\",\"Population, ages 6-10, total is the total population age 6-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0611.FE.UN\",\"Population, ages 6-11, female\",\"Population, ages 6-11, female is the total number of females age 6-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0611.MA.UN\",\"Population, ages 6-11, male\",\"Population, ages 6-11, male is the total number of males age 6-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0611.TO.UN\",\"Population, ages 6-11, total\",\"Population, ages 6-11, total is the total population age 6-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0612.FE.UN\",\"Population, ages 6-12, female\",\"Population, ages 6-12, female is the total number of females age 6-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0612.MA.UN\",\"Population, ages 6-12, male\",\"Population, ages 6-12, male is the total number of males age 6-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0612.TO.UN\",\"Population, ages 6-12, total\",\"Population, ages 6-12, total is the total population age 6-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0709.FE.UN\",\"Population, ages 7-9, female\",\"Population, ages 7-9, female is the total number of females age 7-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0709.MA.UN\",\"Population, ages 7-9, male\",\"Population, ages 7-9, male is the total number of males age 7-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0709.TO.UN\",\"Population, ages 7-9, total\",\"Population, ages 7-9, total is the total population age 7-9.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0710.FE.UN\",\"Population, ages 7-10, female\",\"Population, ages 7-10, female is the total number of females age 7-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0710.MA.UN\",\"Population, ages 7-10, male\",\"Population, ages 7-10, male is the total number of males age 7-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0710.TO.UN\",\"Population, ages 7-10, total\",\"Population, ages 7-10, total is the total population age 7-10.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0711.FE.UN\",\"Population, ages 7-11, female\",\"Population, ages 7-11, female is the total number of females age 7-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0711.MA.UN\",\"Population, ages 7-11, male\",\"Population, ages 7-11, male is the total number of males age 7-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0711.TO.UN\",\"Population, ages 7-11, total\",\"Population, ages 7-11, total is the total population age 7-11.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0712.FE.UN\",\"Population, ages 7-12, female\",\"Population, ages 7-12, female is the total number of females age 7-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0712.MA.UN\",\"Population, ages 7-12, male\",\"Population, ages 7-12, male is the total number of males age 7-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0712.TO.UN\",\"Population, ages 7-12, total\",\"Population, ages 7-12, total is the total population age 7-12.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0713.FE.UN\",\"Population, ages 7-13, female\",\"Population, ages 7-13, female is the total number of females age 7-13.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0713.MA.UN\",\"Population, ages 7-13, male\",\"Population, ages 7-13, male is the total number of males age 7-13.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.0713.TO.UN\",\"Population, ages 7-13, total\",\"Population, ages 7-13, total is the total population age 7-13.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1014.FE\",\"Female population 10-14\",\"Female population between the ages 10 to 14.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1014.FE.5Y\",\"Population ages 10-14, female (% of female population)\",\"Female population between the ages 10 to 14 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.1014.FE.UN\",\"Population, ages 10-14, female\",\"Population, ages 10-14, female is the total number of females age 10-14.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1014.MA\",\"Male population 10-14\",\"Male population between the ages 10 to 14.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1014.MA.5Y\",\"Population ages 10-14, male (% of male population)\",\"Male population between the ages 10 to 14 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.1014.MA.UN\",\"Population, ages 10-14, male\",\"Population, ages 10-14, male is the total number of males age 10-14.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1014.TO.UN\",\"Population, ages 10-14, total\",\"Population, ages 10-14, total is the total population age 10-14.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1015.FE.UN\",\"Population, ages 10-15, female\",\"Population, ages 10-15, female is the total number of females age 10-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1015.MA.UN\",\"Population, ages 10-15, male\",\"Population, ages 10-15, male is the total number of males age 10-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1015.TO.UN\",\"Population, ages 10-15, total\",\"Population, ages 10-15, total is the total population age 10-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1016.FE.UN\",\"Population, ages 10-16, female\",\"Population, ages 10-16, female is the total number of females age 10-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1016.MA.UN\",\"Population, ages 10-16, male\",\"Population, ages 10-16, male is the total number of males age 10-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1016.TO.UN\",\"Population, ages 10-16, total\",\"Population, ages 10-16, total is the total population age 10-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1017.FE.UN\",\"Population, ages 10-17, female\",\"Population, ages 10-17, female is the total number of females age 10-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1017.MA.UN\",\"Population, ages 10-17, male\",\"Population, ages 10-17, male is the total number of males age 10-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1017.TO.UN\",\"Population, ages 10-17, total\",\"Population, ages 10-17, total is the total population age 10-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1018.FE.UN\",\"Population, ages 10-18, female\",\"Population, ages 10-18, female is the total number of females age 10-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1018.MA.UN\",\"Population, ages 10-18, male\",\"Population, ages 10-18, male is the total number of males age 10-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1018.TO.UN\",\"Population, ages 10-18, total\",\"Population, ages 10-18, total is the total population age 10-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1115.FE.UN\",\"Population, ages 11-15, female\",\"Population, ages 11-15, female is the total number of females age 11-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1115.MA.UN\",\"Population, ages 11-15, male\",\"Population, ages 11-15, male is the total number of males age 11-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1115.TO.UN\",\"Population, ages 11-15, total\",\"Population, ages 11-15, total is the total population age 11-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1116.FE.UN\",\"Population, ages 11-16, female\",\"Population, ages 11-16, female is the total number of females age 11-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1116.MA.UN\",\"Population, ages 11-16, male\",\"Population, ages 11-16, male is the total number of males age 11-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1116.TO.UN\",\"Population, ages 11-16, total\",\"Population, ages 11-16, total is the total population age 11-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1117.FE.UN\",\"Population, ages 11-17, female\",\"Population, ages 11-17, female is the total number of females age 11-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1117.MA.UN\",\"Population, ages 11-17, male\",\"Population, ages 11-17, male is the total number of males age 11-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1117.TO.UN\",\"Population, ages 11-17, total\",\"Population, ages 11-17, total is the total population age 11-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1118.FE.UN\",\"Population, ages 11-18, female\",\"Population, ages 11-18, female is the total number of females age 11-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1118.MA.UN\",\"Population, ages 11-18, male\",\"Population, ages 11-18, male is the total number of males age 11-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1118.TO.UN\",\"Population, ages 11-18, total\",\"Population, ages 11-18, total is the total population age 11-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1215.FE.UN\",\"Population, ages 12-15, female\",\"Population, ages 12-15, female is the total number of females age 12-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1215.MA.UN\",\"Population, ages 12-15, male\",\"Population, ages 12-15, male is the total number of males age 12-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1215.TO.UN\",\"Population, ages 12-15, total\",\"Population, ages 12-15, total is the total population age 12-15.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1216.FE.UN\",\"Population, ages 12-16, female\",\"Population, ages 12-16, female is the total number of females age 12-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1216.MA.UN\",\"Population, ages 12-16, male\",\"Population, ages 12-16, male is the total number of males age 12-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1216.TO.UN\",\"Population, ages 12-16, total\",\"Population, ages 12-16, total is the total population age 12-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1217.FE.UN\",\"Population, ages 12-17, female\",\"Population, ages 12-17, female is the total number of females age 12-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1217.MA.UN\",\"Population, ages 12-17, male\",\"Population, ages 12-17, male is the total number of males age 12-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1217.TO.UN\",\"Population, ages 12-17, total\",\"Population, ages 12-17, total is the total population age 12-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1218.FE.UN\",\"Population, ages 12-18, female\",\"Population, ages 12-18, female is the total number of females age 12-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1218.MA.UN\",\"Population, ages 12-18, male\",\"Population, ages 12-18, male is the total number of males age 12-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1218.TO.UN\",\"Population, ages 12-18, total\",\"Population, ages 12-18, total is the total population age 12-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1316.FE.UN\",\"Population, ages 13-16, female\",\"Population, ages 13-16, female is the total number of females age 13-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1316.MA.UN\",\"Population, ages 13-16, male\",\"Population, ages 13-16, male is the total number of males age 13-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1316.TO.UN\",\"Population, ages 13-16, total\",\"Population, ages 13-16, total is the total population age 13-16.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1317.FE.UN\",\"Population, ages 13-17, female\",\"Population, ages 13-17, female is the total number of females age 13-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1317.MA.UN\",\"Population, ages 13-17, male\",\"Population, ages 13-17, male is the total number of males age 13-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1317.TO.UN\",\"Population, ages 13-17, total\",\"Population, ages 13-17, total is the total population age 13-17.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1318.FE.UN\",\"Population, ages 13-18, female\",\"Population, ages 13-18, female is the total number of females age 13-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1318.MA.UN\",\"Population, ages 13-18, male\",\"Population, ages 13-18, male is the total number of males age 13-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1318.TO.UN\",\"Population, ages 13-18, total\",\"Population, ages 13-18, total is the total population age 13-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1319.FE.UN\",\"Population, ages 13-19, female\",\"Population, ages 13-19, female is the total number of females age 13-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1319.MA.UN\",\"Population, ages 13-19, male\",\"Population, ages 13-19, male is the total number of males age 13-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1319.TO.UN\",\"Population, ages 13-19, total\",\"Population, ages 13-19, total is the total population age 13-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1418.FE.UN\",\"Population, ages 14-18, female\",\"Population, ages 14-18, female is the total number of females age 14-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1418.MA.UN\",\"Population, ages 14-18, male\",\"Population, ages 14-18, male is the total number of males age 14-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1418.TO.UN\",\"Population, ages 14-18, total\",\"Population, ages 14-18, total is the total population age 14-18.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1419.FE.UN\",\"Population, ages 14-19, female\",\"Population, ages 14-19, female is the total number of females age 14-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1419.MA.UN\",\"Population, ages 14-19, male\",\"Population, ages 14-19, male is the total number of males age 14-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1419.TO.UN\",\"Population, ages 14-19, total\",\"Population, ages 14-19, total is the total population age 14-19.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1519.FE\",\"Female population 15-19\",\"Female population between the ages 15-19.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1519.FE.5Y\",\"Population ages 15-19, female (% of female population)\",\"Female population between the ages 15 to 19 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.1519.MA\",\"Male population 15-19\",\"Male population between the ages 15-19.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1519.MA.5Y\",\"Population ages 15-19, male (% of male population)\",\"Male population between the ages 15 to 19 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.1524.FE.UN\",\"Population, ages 15-24, female\",\"Population, ages 15-24, female is the total number of females age 15-24.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1524.MA.UN\",\"Population, ages 15-24, male\",\"Population, ages 15-24, male is the total number of males age 15-24.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1524.TO.UN\",\"Population, ages 15-24, total\",\"Population, ages 15-24, total is the total population age 15-24.\",\"Education Statistics\",\"UNESCO Institute for Statistics (Derived)\"\n\"SP.POP.1564.FE.IN\",\"Population ages 15-64, female\",\"Female population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.1564.FE.ZS\",\"Population ages 15-64, female (% of total)\",\"Female population between the ages 15 to 64 is the number of females who could potentially be economically active. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1564.MA.IN\",\"Population ages 15-64, male\",\"Male population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.1564.MA.ZS\",\"Population ages 15-64, male (% of total)\",\"Male population between the ages 15 to 64 is the number of males who could potentially be economically active. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.1564.TO\",\"Population ages 15-64, total\",\"Total population between the ages 15 to 64. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.1564.TO.ZS\",\"Population ages 15-64 (% of total)\",\"Total population between the ages 15 to 64 as a percentage of the total population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"World Development Indicators\",\"World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects.\"\n\"SP.POP.2024.FE\",\"Female population 20-24\",\"Female population between the ages 20-24.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.2024.FE.5Y\",\"Population ages 20-24, female (% of female population)\",\"Female population between the ages 20 to 24 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.2024.MA\",\"Male population 20-24\",\"Male population between the ages 20-24.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.2024.MA.5Y\",\"Population ages 20-24, male (% of male population)\",\"Male population between the ages 20 to 24 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.2529.FE\",\"Female population 25-29\",\"Female population between the ages 25-29.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.2529.FE.5Y\",\"Population ages 25-29, female (% of female population)\",\"Female population between the ages 25 to 29 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.2529.MA\",\"Male population 25-29\",\"Male population between the ages 25-29.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.2529.MA.5Y\",\"Population ages 25-29, male (% of male population)\",\"Male population between the ages 25 to 29 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.2DAY.TO\",\"Number of people living on less than $2.00 a day (PPP)\",\"Number of people living on less than $2.00 a day (PPP) is the population living on less than $2.00 a day at 2005 international prices.\",\"Millennium Development Goals\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SP.POP.3034.FE\",\"Female population 30-34\",\"Female population between the ages 30-34.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.3034.FE.5Y\",\"Population ages 30-34, female (% of female population)\",\"Female population between the ages 30 to 34 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.3034.MA\",\"Male population 30-34\",\"Male population between the ages 30-34.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.3034.MA.5Y\",\"Population ages 30-34, male (% of male population)\",\"Male population between the ages 30 to 34 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.3539.FE\",\"Female population 35-39\",\"Female population between the ages 35-39.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.3539.FE.5Y\",\"Population ages 35-39, female (% of female population)\",\"Female population between the ages 35 to 39 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.3539.MA\",\"Male population 35-39\",\"Male population between the ages 35-39.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.3539.MA.5Y\",\"Population ages 35-39, male (% of male population)\",\"Male population between the ages 35 to 39 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.4044.FE\",\"Female population 40-44\",\"Female population between the ages 40-44.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.4044.FE.5Y\",\"Population ages 40-44, female (% of female population)\",\"Female population between the ages 40 to 44 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.4044.MA\",\"Male population 40-44\",\"Male population between the ages 40-44.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.4044.MA.5Y\",\"Population ages 40-44, male (% of male population)\",\"Male population between the ages 40 to 44 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.4549.FE\",\"Female population 45-49\",\"Female population between the ages 45-49.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.4549.FE.5Y\",\"Population ages 45-49, female (% of female population)\",\"Female population between the ages 45 to 49 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.4549.MA\",\"Male population 45-49\",\"Male population between the ages 45-49.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.4549.MA.5Y\",\"Population ages 45-49, male (% of male population)\",\"Male population between the ages 45 to 49 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.5054.FE\",\"Female population 50-54\",\"Female population between the ages 50-54.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.5054.FE.5Y\",\"Population ages 50-54, female (% of female population)\",\"Female population between the ages 50 to 54 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.5054.MA\",\"Male population 50-54\",\"Male population between the ages 50-54.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.5054.MA.5Y\",\"Population ages 50-54, male (% of male population)\",\"Male population between the ages 50 to 54 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.5559.FE\",\"Female population 55-59\",\"Female population between the ages 55-59.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.5559.FE.5Y\",\"Population ages 55-59, female (% of female population)\",\"Female population between the ages 55 to 59 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.5559.MA\",\"Male population 55-59\",\"Male population between the ages 55-59.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.5559.MA.5Y\",\"Population ages 55-59, male (% of male population)\",\"Male population between the ages 55 to 59 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.6064.FE\",\"Female population 60-64\",\"Female population between the ages 60-64.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.6064.FE.5Y\",\"Population ages 50-64, female (% of female population)\",\"Female population between the ages 60 to 64 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.6064.MA\",\"Male population 60-64\",\"Male population between the ages 60-64.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.6064.MA.5Y\",\"Population ages 50-64, male (% of male population)\",\"Male population between the ages 60 to 64 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.6569.FE\",\"Female population 65-69\",\"Female population between the ages 65-69.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.6569.FE.5Y\",\"Population ages 65-69, female (% of female population)\",\"Female population between the ages 65 to 69 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.6569.MA\",\"Male population 65-69\",\"Male population between the ages 65-69.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.6569.MA.5Y\",\"Population ages 65-69, male (% of male population)\",\"Male population between the ages 65 to 69 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.65UP.FE.IN\",\"Population ages 65 and above, female\",\"Female population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.65UP.FE.ZS\",\"Population ages 65 and above, female (% of total)\",\"Female population 65 years of age or older as a percentage of the total female population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.65UP.MA.IN\",\"Population ages 65 and above, male\",\"Male population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; household surveys conducted by national agencies, Macro International, and the U.S. Conters for Disease Control and Prevention; Eurostat's Demographic Statistics; Secretariat of the Pacific Community, Statistics and Demography Programme; and U.S. Bureau of the Census, International Data Base.\"\n\"SP.POP.65UP.MA.ZS\",\"Population ages 65 and above, male (% of total)\",\"Male population 65 years of age or older as a percentage of the total male population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.65UP.TO\",\"Total Population for Age 65 and above (only 2005 and 2010) (in number of people)\",\"Total population 65 years of age or older. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; household surveys conducted by national agencies, Macro International, and the U.S. Conters for Disease Control and Prevention; Eurostat's Demographic Statistics; Secretariat of the Pacific Community, Statistics and Demography Programme; and U.S. Bureau of the Census, International Data Base.\"\n\"SP.POP.65UP.TO.ZS\",\"Population ages 65 and above (% of total)\",\"Population ages 65 and above as a percentage of the total population. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"World Development Indicators\",\"World Bank staff estimates based on age distributions of United Nations Population Division's World Population Prospects.\"\n\"SP.POP.7074.FE\",\"Female population 70-74 \",\"Female population between the ages 70-74 .\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.7074.FE.5Y\",\"Population ages 70-74, female (% of female population)\",\"Female population between the ages 70 to 74 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.7074.MA\",\"Male population 70-74\",\"Male population between the ages 70-74.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.7074.MA.5Y\",\"Population ages 70-74, male (% of male population)\",\"Male population between the ages 70 to 74 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.7579.FE\",\"Female population 75-79\",\"Female population between the ages 75-79.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.7579.FE.5Y\",\"Population ages 75-79, female (% of female population)\",\"Female population between the ages 75 to 79 as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.7579.MA\",\"Male population 75-79\",\"Male population between the ages 75-79.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.7579.MA.5Y\",\"Population ages 75-79, male (% of male population)\",\"Male population between the ages 75 to 79 as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.80UP.FE\",\"Population ages 80 and above, female\",\"Female population between the ages 80 and above.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.80UP.FE.5Y\",\"Population ages 80 and above, female (% of female population)\",\"Female population between the ages 80 and above as a percentage of the total female population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.80UP.MA\",\"Male population 80+ \",\"Male population between the ages 80+ .\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates using the World Bank's total population and age distributions of the United Nations Population Division's World Population Prospects.\"\n\"SP.POP.80UP.MA.5Y\",\"Population ages 80 and above, male (% of male population)\",\"Male population between the ages 80 and above as a percentage of the total male population.\",\"Africa Development Indicators\",\"World Bank staff estimates based on United Nations Population Division, World Population Prospects.\"\n\"SP.POP.AG00.FE.UN\",\"Population, age 0, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG00.MA.UN\",\"Population, age 0, male\",\"Population, age 0, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG00.TO.UN\",\"Population, age 0, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG01.FE.UN\",\"Population, age 1, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG01.MA.UN\",\"Population, age 1, male\",\"Population, age 1, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG01.TO.UN\",\"Population, age 1, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG02.FE.UN\",\"Population, age 2, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG02.MA.UN\",\"Population, age 2, male\",\"Population, age 2, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG02.TO.UN\",\"Population, age 2, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG03.FE.UN\",\"Population, age 3, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG03.MA.UN\",\"Population, age 3, male\",\"Population, age 3, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG03.TO.UN\",\"Population, age 3, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG04.FE.UN\",\"Population, age 4, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG04.MA.UN\",\"Population, age 4, male\",\"Population, age 4, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG04.TO.UN\",\"Population, age 4, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG05.FE.UN\",\"Population, age 5, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG05.MA.UN\",\"Population, age 5, male\",\"Population, age 5, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG05.TO.UN\",\"Population, age 5, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG06.FE.IN\",\"Age population, age 06, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG06.FE.UN\",\"Population, age 6, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG06.MA.IN\",\"Age population, age 06, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG06.MA.UN\",\"Population, age 6, male\",\"Population, age 6, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG06.TO.UN\",\"Population, age 6, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG07.FE.IN\",\"Age population, age 07, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG07.FE.UN\",\"Population, age 7, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG07.MA.IN\",\"Age population, age 07, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG07.MA.UN\",\"Population, age 7, male\",\"Population, age 7, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG07.TO.UN\",\"Population, age 7, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG08.FE.IN\",\"Age population, age 08, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG08.FE.UN\",\"Population, age 8, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG08.MA.IN\",\"Age population, age 08, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG08.MA.UN\",\"Population, age 8, male\",\"Population, age 8, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG08.TO.UN\",\"Population, age 8, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG09.FE.IN\",\"Age population, age 09, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG09.FE.UN\",\"Population, age 9, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG09.MA.IN\",\"Age population, age 09, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG09.MA.UN\",\"Population, age 9, male\",\"Population, age 9, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG09.TO.UN\",\"Population, age 9, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG10.FE.IN\",\"Age population, age 10, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG10.FE.UN\",\"Population, age 10, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG10.MA.IN\",\"Age population, age 10, male\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG10.MA.UN\",\"Population, age 10, male\",\"Population, age 10, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG10.TO.UN\",\"Population, age 10, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG11.FE.IN\",\"Age population, age 11, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG11.FE.UN\",\"Population, age 11, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG11.MA.IN\",\"Age population, age 11, male\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG11.MA.UN\",\"Population, age 11, male\",\"Population, age 11, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG11.TO.UN\",\"Population, age 11, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG12.FE.IN\",\"Age population, age 12, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG12.FE.UN\",\"Population, age 12, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG12.MA.IN\",\"Age population, age 12, male\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG12.MA.UN\",\"Population, age 12, male\",\"Population, age 12, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG12.TO.UN\",\"Population, age 12, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG13.FE.IN\",\"Age population, age 13, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG13.FE.UN\",\"Population, age 13, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG13.MA.IN\",\"Age population, age 13, male\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG13.MA.UN\",\"Population, age 13, male\",\"Population, age 13, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG13.TO.UN\",\"Population, age 13, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG14.FE.IN\",\"Age population, age 14, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG14.FE.UN\",\"Population, age 14, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG14.MA.IN\",\"Age population, age 14, male\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG14.MA.UN\",\"Population, age 14, male\",\"Population, age 14, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG14.TO.UN\",\"Population, age 14, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG15.FE.IN\",\"Age population, age 15, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG15.FE.UN\",\"Population, age 15, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG15.MA.IN\",\"Age population, age 15, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG15.MA.UN\",\"Population, age 15, male\",\"Population, age 15, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG15.TO.UN\",\"Population, age 15, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG16.FE.IN\",\"Age population, age 16, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG16.FE.UN\",\"Population, age 16, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG16.MA.IN\",\"Age population, age 16, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG16.MA.UN\",\"Population, age 16, male\",\"Population, age 16, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG16.TO.UN\",\"Population, age 16, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG17.FE.IN\",\"Age population, age 17, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG17.FE.UN\",\"Population, age 17, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG17.MA.IN\",\"Age population, age 17, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG17.MA.UN\",\"Population, age 17, male\",\"Population, age 17, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG17.TO.UN\",\"Population, age 17, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG18.FE.IN\",\"Age population, age 18, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG18.FE.UN\",\"Population, age 18, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG18.MA.IN\",\"Age population, age 18, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG18.MA.UN\",\"Population, age 18, male\",\"Population, age 18, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG18.TO.UN\",\"Population, age 18, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG19.FE.IN\",\"Age population, age 19, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG19.FE.UN\",\"Population, age 19, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG19.MA.IN\",\"Age population, age 19, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG19.MA.UN\",\"Population, age 19, male\",\"Population, age 19, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG19.TO.UN\",\"Population, age 19, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG20.FE.IN\",\"Age population, age 20, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG20.FE.UN\",\"Population, age 20, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG20.MA.IN\",\"Age population, age 20, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG20.MA.UN\",\"Population, age 20, male\",\"Population, age 20, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG20.TO.UN\",\"Population, age 20, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG21.FE.IN\",\"Age population, age 21, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG21.FE.UN\",\"Population, age 21, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG21.MA.IN\",\"Age population, age 21, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG21.MA.UN\",\"Population, age 21, male\",\"Population, age 21, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG21.TO.UN\",\"Population, age 21, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG22.FE.IN\",\"Age population, age 22, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG22.FE.UN\",\"Population, age 22, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG22.MA.IN\",\"Age population, age 22, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG22.MA.UN\",\"Population, age 22, male\",\"Population, age 22, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG22.TO.UN\",\"Population, age 22, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG23.FE.IN\",\"Age population, age 23, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG23.FE.UN\",\"Population, age 23, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG23.MA.IN\",\"Age population, age 23, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG23.MA.UN\",\"Population, age 23, male\",\"Population, age 23, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG23.TO.UN\",\"Population, age 23, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG24.FE.IN\",\"Age population, age 24, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG24.FE.UN\",\"Population, age 24, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG24.MA.IN\",\"Age population, age 24, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG24.MA.UN\",\"Population, age 24, male\",\"Population, age 24, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG24.TO.UN\",\"Population, age 24, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG25.FE.IN\",\"Age population, age 25, female, interpolated\",\"Age population, female refers to female population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG25.FE.UN\",\"Population, age 25, female\",\"Age population, female refers to female population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.AG25.MA.IN\",\"Age population, age 25, male, interpolated\",\"Age population, male refers to male population at the specified age level, as estimated by World Bank staff.\",\"Health Nutrition and Population Statistics\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and Macro International.\"\n\"SP.POP.AG25.MA.UN\",\"Population, age 25, male\",\"Population, age 25, male refers to the male population at the specified age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.POP.AG25.TO.UN\",\"Population, age 25, total\",\"Age population, total refers to total population at the specified age level, as estimated by the UNESCO Institute for Statistics.\",\"Education Statistics\",\"UNESCO Institute for Statistics.\"\n\"SP.POP.BRTH.MF\",\"Sex ratio at birth (male births per female births)\",\"Sex ratio at birth refers to male births per female births. The data are 5 year averages.\",\"Health Nutrition and Population Statistics\",\"United Nations Population Division, World Population Prospects.\"\n\"SP.POP.DDAY.TO\",\"Number of people living on less than $1.25 a day (PPP)\",\"Number of people living on less than $1.25 a day (PPP) is the population living on less than $1.25 a day at 2005 international prices.\",\"Millennium Development Goals\",\"World Bank, Development Research Group. Data are based on primary household survey data obtained from government statistical agencies and World Bank country departments. Data for high-income economies are from the Luxembourg Income Study database. For more information and methodology, please see PovcalNet (http://iresearch.worldbank.org/PovcalNet/index.htm).\"\n\"SP.POP.DPND\",\"Age dependency ratio (% of working-age population)\",\"Age dependency ratio is the ratio of dependents--people younger than 15 or older than 64--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.\",\"World Development Indicators\",\"World Bank staff estimates using the World Bank's population and age distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.DPND.OL\",\"Age dependency ratio, old (% of working-age population)\",\"Age dependency ratio, old, is the ratio of older dependents--people older than 64--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.\",\"World Development Indicators\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and ICF International.\"\n\"SP.POP.DPND.YG\",\"Age dependency ratio, young (% of working-age population)\",\"Age dependency ratio, young, is the ratio of younger dependents--people younger than 15--to the working-age population--those ages 15-64. Data are shown as the proportion of dependents per 100 working-age population.\",\"World Development Indicators\",\"World Bank staff estimates from various sources including census reports, the United Nations Population Division's World Population Prospects, national statistical offices, household surveys conducted by national agencies, and ICF International.\"\n\"SP.POP.GROW\",\"Population growth (annual %)\",\"Annual population growth rate for year t is the exponential rate of growth of midyear population from year t-1 to t, expressed as a percentage . Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"World Development Indicators\",\"Derived from total population. Population source: (1) United Nations Population Division. World Population Prospects, (2) United Nations Statistical Division. Population and Vital Statistics Report (various years), (3) Census reports and other statistical\"\n\"SP.POP.SCIE.RD.P6\",\"Researchers in R&D (per million people)\",\"Researchers in R&D are professionals engaged in the conception or creation of new knowledge, products, processes, methods, or systems and in the management of the projects concerned. Postgraduate PhD students (ISCED97 level 6) engaged in R&D are included.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SP.POP.TECH.RD.P6\",\"Technicians in R&D (per million people)\",\"Technicians in R&D and equivalent staff are people whose main tasks require technical knowledge and experience in engineering, physical and life sciences (technicians), or social sciences and humanities (equivalent staff). They participate in R&D by performing scientific and technical tasks involving the application of concepts and operational methods, normally under the supervision of researchers.\",\"World Development Indicators\",\"United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.\"\n\"SP.POP.TOTL\",\"Population, total\",\"Total population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship. The values shown are midyear estimates.\",\"World Development Indicators\",\"(1) United Nations Population Division. World Population Prospects, (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Report (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.\"\n\"SP.POP.TOTL.FE.IN\",\"Population, female\",\"Female population is based on the de facto definition of population, which counts all female residents regardless of legal status or citizenship.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and distributions of the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World Population Prospects; census reports and statistical publications from national statistical offices; Eurostat's Demographic Statistics; United Nations Statistical Division, Population and Vital Statistics Report (various years); U.S. Census Bureau: International Database; and Secretariat of the Pacific Community, Statistics and Demography Programme.\"\n\"SP.POP.TOTL.FE.ZS\",\"Population, female (% of total)\",\"Female population is the percentage of the population that is female. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship.\",\"World Development Indicators\",\"World Bank staff estimates based on male/female distributions of United Nations Population Division's World Population Prospects.\"\n\"SP.POP.TOTL.MA.IN\",\"Population, male\",\"Male population is based on the de facto definition of population, which counts all male residents regardless of legal status or citizenship. Refugees not permanently settled in the country of asylum are generally considered to be part of the population of their country of origin.\",\"Africa Development Indicators\",\"World Bank staff estimates using the World Bank's population and the United Nations Population Division's World Population Prospects. The World Bank's population estimates are from various sources including the United Nations Population Division's World P\"\n\"SP.POP.TOTL.MA.ZS\",\"Population, male (% of total)\",\"Male population is the percentage of the population that is male. Population is based on the de facto definition of population, which counts all residents regardless of legal status or citizenship--except for refugees not permanently settled in the country of asylum, who are generally considered part of the population of the country of origin.\",\"Africa Development Indicators\",\"The United Nations Population Division's World Population Prospects.\"\n\"SP.POP.TOTL.ZS\",\"Population (% of total)\",\"Population Percentage of total is the share of first level administrative division (Admin 1 level) de facto mid-year population to total population.\",\"Subnational Population\",\"1. Census reports and statistical databases from national statistical offices 2. Estimates from the Center for International Earth Science Information Network (CIESIN), The Earth Institute at Columbia University\"\n\"SP.PRE.TOTL.FE.IN\",\"Population of the official age for pre-primary education, female (number)\",\"Female population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRE.TOTL.IN\",\"Population of the official age for pre-primary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRE.TOTL.MA.IN\",\"Population of the official age for pre-primary education, male (number)\",\"Male population of the age-group theoretically corresponding to pre-primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.GRAD.FE\",\"Population of the official age for the last grade of primary education, female (number)\",\"Female population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.GRAD.MA\",\"Population of the official age for the last grade of primary education, male (number)\",\"Male population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.GRAD.TO\",\"Population of the official age for the last grade of primary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to the last grade of primary school as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.TOTL.FE.IN\",\"Population of the official age for primary education, female (number)\",\"Female population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.TOTL.IN\",\"Population of the official age for primary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.PRM.TOTL.MA.IN\",\"Population of the official age for primary education, male (number)\",\"Male population of the age-group theoretically corresponding to primary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.REG.BRTH.RU.ZS\",\"Completeness of birth registration, rural (%)\",\"Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.\",\"World Development Indicators\",\"UNICEF's State of the World's Children based mostly on household surveys and ministry of health data.\"\n\"SP.REG.BRTH.UR.ZS\",\"Completeness of birth registration, urban (%)\",\"Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.\",\"World Development Indicators\",\"UNICEF's State of the World's Children based mostly on household surveys and ministry of health data.\"\n\"SP.REG.BRTH.ZS\",\"Completeness of birth registration (%)\",\"Completeness of birth registration is the percentage of children under age 5 whose births were registered at the time of the survey. The numerator of completeness of birth registration includes children whose birth certificate was seen by the interviewer or whose mother or caretaker says the birth has been registered.\",\"World Development Indicators\",\"UNICEF's State of the World's Children based mostly on household surveys and ministry of health data.\"\n\"SP.REG.DTHS.ZS\",\"Completeness of death registration with cause-of-death information (%)\\r\\n\",\"Completeness of death registration is the estimated percentage of deaths that are registered with their cause of death information in the vital registration system of a country.\\r\\n\",\"World Development Indicators\",\"World Health Organization, Global Health Observatory Data Repository/World Health Statistics (http://apps.who.int/gho/data/node.main.1?lang=en).\\r\\n\"\n\"SP.RUR.TOTL\",\"Rural population\",\"Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population. Aggregation of urban and rural population may not add up to total population because of different country coverages.\",\"World Development Indicators\",\"The data on urban population shares used to estimate rural population come from the United Nations, World Urbanization Prospects. Total population figures are World Bank estimates.\"\n\"SP.RUR.TOTL.FE.ZS\",\"Rural population, female (% of total)\",\"Female rural population is the percentage of females who live in rural areas to total population.\",\"Gender Statistics\",\"The United Nations Population Division's World Urbanization Prospects.\"\n\"SP.RUR.TOTL.MA.ZS\",\"Rural population, male (% of total)\",\"Male rural population is the percentage males who live in rural areas to total population.\",\"Gender Statistics\",\"The United Nations Population Division's World Urbanization Prospects.\"\n\"SP.RUR.TOTL.ZG\",\"Rural population growth (annual %)\",\"Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population.\",\"World Development Indicators\",\"World Bank Staff estimates based on United Nations, World Urbanization Prospects. \"\n\"SP.RUR.TOTL.ZS\",\"Rural population (% of total population)\",\"Rural population refers to people living in rural areas as defined by national statistical offices. It is calculated as the difference between total population and urban population.\",\"World Development Indicators\",\"World Bank Staff estimates based on United Nations, World Urbanization Prospects. \"\n\"SP.SEC.LTOT.FE.IN\",\"Population of the official age for lower secondary education, female (number)\",\"Female population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.LTOT.IN\",\"Population of the official age for lower secondary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.LTOT.MA.IN\",\"Population of the official age for lower secondary education, male (number)\",\"Male population of the age-group theoretically corresponding to lower secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.TOTL.FE.IN\",\"Population of the official age for secondary education, female (number)\",\"Female population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.TOTL.IN\",\"Population of the official age for secondary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.TOTL.MA.IN\",\"Population of the official age for secondary education, male (number)\",\"Male population of the age-group theoretically corresponding to secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.UTOT.FE.IN\",\"Population of the official age for upper secondary education, female (number)\",\"Female population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.UTOT.IN\",\"Population of the official age for upper secondary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.SEC.UTOT.MA.IN\",\"Population of the official age for upper secondary education, male (number)\",\"Male population of the age-group theoretically corresponding to upper secondary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.TER.TOTL.FE.IN\",\"Population of the official age for tertiary education, female (number)\",\"Female population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.TER.TOTL.IN\",\"Population of the official age for tertiary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.TER.TOTL.MA.IN\",\"Population of the official age for tertiary education, male (number)\",\"Male population of the age-group theoretically corresponding to tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"SP.URB.GROW\",\"Urban population growth (annual %)\",\"Urban population refers to people living in urban areas as defined by national statistical offices. It is calculated using World Bank population estimates and urban ratios from the United Nations World Urbanization Prospects.\",\"World Development Indicators\",\"World Bank Staff estimates based on United Nations, World Urbanization Prospects. \"\n\"SP.URB.TOTL\",\"Urban population\",\"Urban population refers to people living in urban areas as defined by national statistical offices. It is calculated using World Bank population estimates and urban ratios from the United Nations World Urbanization Prospects. Aggregation of urban and rural population may not add up to total population because of different country coverages.\",\"World Development Indicators\",\"World Bank Staff estimates based on United Nations, World Urbanization Prospects. \"\n\"SP.URB.TOTL.FE.ZS\",\"Urban population, female (% of total)\",\"Female urban population is the percentage of females who live in urban areas to total population.\",\"Gender Statistics\",\"The United Nations Population Division's World Urbanization Prospects.\"\n\"SP.URB.TOTL.IN.ZS\",\"Urban population (% of total)\",\"Urban population refers to people living in urban areas as defined by national statistical offices. The data are collected and smoothed by United Nations Population Division.\",\"World Development Indicators\",\"United Nations, World Urbanization Prospects.\"\n\"SP.URB.TOTL.MA.ZS\",\"Urban population, male (% of total)\",\"Male urban population is the percentage of males who live in urban areas to total population.\",\"Gender Statistics\",\"The United Nations Population Division's World Urbanization Prospects.\"\n\"SP.URB.TOTL.ZS\",\"Percentage of Population in Urban Areas (in % of Total Population)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia\"\n\"SP.UWT.LMTG.Q1.ZS\",\"Unmet need for family planning (for limiting) (% of married women): Q1 (lowest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.LMTG.Q2.ZS\",\"Unmet need for family planning (for limiting) (% of married women): Q2\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.LMTG.Q3.ZS\",\"Unmet need for family planning (for limiting) (% of married women): Q3\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.LMTG.Q4.ZS\",\"Unmet need for family planning (for limiting) (% of married women): Q4\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.LMTG.Q5.ZS\",\"Unmet need for family planning (for limiting) (% of married women): Q5 (highest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.SPCG.Q1.ZS\",\"Unmet need for family planning (for spacing) (% of married women): Q1 (lowest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.SPCG.Q2.ZS\",\"Unmet need for family planning (for spacing) (% of married women): Q2\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.SPCG.Q3.ZS\",\"Unmet need for family planning (for spacing) (% of married women): Q3\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.SPCG.Q4.ZS\",\"Unmet need for family planning (for spacing) (% of married women): Q4\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.SPCG.Q5.ZS\",\"Unmet need for family planning (for spacing) (% of married women): Q5 (highest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.TFRT\",\"Unmet need for contraception (% of married women ages 15-49)\",\"Unmet need for contraception is the percentage of fertile, married women of reproductive age who do not want to become pregnant and are not using contraception.\",\"World Development Indicators\",\"Household surveys, including Demographic and Health Surveys and Multiple Indicator Cluster Surveys. Largely compiled by United Nations Population Division.\"\n\"SP.UWT.TFRT.Q1.ZS\",\"Unmet need for family planning (total) (% of married women): Q1 (lowest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.TFRT.Q2.ZS\",\"Unmet need for family planning (total) (% of married women): Q2\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.TFRT.Q3.ZS\",\"Unmet need for family planning (total) (% of married women): Q3\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.TFRT.Q4.ZS\",\"Unmet need for family planning (total) (% of married women): Q4\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SP.UWT.TFRT.Q5.ZS\",\"Unmet need for family planning (total) (% of married women): Q5 (highest)\",\"Unmet need for family planning: Percentage of currently married women with unmet need for family planning for spacing, for limiting, and the sum of these two (total). Unmet need for spacing includes pregnant women whose pregnancy was mistimed, amenorrheic women who are not using family planning and whose last birth was mistimed, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and say they want to wait 2 or more years for their next birth. Also included in unmet need for spacing are fecund women who are not using any method of family planning and say they are unsure whether they want another child or who want another child but are unsure when to have the birth unless they say it would not be a problem if they discovered they were pregnant in the next few weeks. Unmet need for limiting refers to pregnant women whose pregnancy was unwanted, amenorrheic women whose last child was unwanted, and fecund women who are neither pregnant nor amenorrheic and who are not using any method of family planning and who want no more children. Excluded from the unmet need category are pregnant and amenorrheic women who became pregnant while using a method (these women are in need of a better method of contraception).\",\"Health Nutrition and Population Statistics by Wealth Quintile\",\"Household Surveys (DHS, MICS)\"\n\"SS.H2O.FAIL.DY\",\"Water supply failure for firms receiving water (average days/year)\",\"Water supply failure for firms receiving water is the average number of days per year that firms experienced insufficient water supply for production. \",\"Africa Development Indicators\",\"World Bank Investment Climate Surveys.\"\n\"ST.INT.ARVL\",\"International tourism, number of arrivals\",\"International inbound tourists (overnight visitors) are the number of tourists who travel to a country other than that in which they have their usual residence, but outside their usual environment, for a period not exceeding 12 months and whose main purpose in visiting is other than an activity remunerated from within the country visited. When data on number of tourists are not available, the number of visitors, which includes tourists, same-day visitors, cruise passengers, and crew members, is shown instead. Sources and collection methods for arrivals differ across countries. In some cases data are from border statistics (police, immigration, and the like) and supplemented by border surveys. In other cases data are from tourism accommodation establishments. For some countries number of arrivals is limited to arrivals by air and for others to arrivals staying in hotels. Some countries include arrivals of nationals residing abroad while others do not. Caution should thus be used in comparing arrivals across countries. The data on inbound tourists refer to the number of arrivals, not to the number of people traveling. Thus a person who makes several trips to a country during a given period is counted each time as a new arrival.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.DPRT\",\"International tourism, number of departures\",\"International outbound tourists are the number of departures that people make from their country of usual residence to any other country for any purpose other than a remunerated activity in the country visited. The data on outbound tourists refer to the number of departures, not to the number of people traveling. Thus a person who makes several trips from a country during a given period is counted each time as a new departure.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.RCPT.CD\",\"International tourism, receipts (current US$)\",\"International tourism receipts are expenditures by international inbound visitors, including payments to national carriers for international transport. These receipts include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except when these are important enough to justify separate classification. For some countries they do not include receipts for passenger transport items. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.RCPT.XP.ZS\",\"International tourism, receipts (% of total exports)\",\"International tourism receipts are expenditures by international inbound visitors, including payments to national carriers for international transport. These receipts include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except when these are important enough to justify separate classification. For some countries they do not include receipts for passenger transport items. Their share in exports is calculated as a ratio to exports of goods and services, which comprise all transactions between residents of a country and the rest of the world involving a change of ownership from residents to nonresidents of general merchandise, goods sent for processing and repairs, nonmonetary gold, and services.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files, and IMF and World Bank exports estimates.\"\n\"ST.INT.TRNR.CD\",\"International tourism, receipts for passenger transport items (current US$)\",\"International tourism receipts for passenger transport items are expenditures by international inbound visitors for all services provided in the international transportation by resident carriers. Also included are passenger services performed within an economy by nonresident carriers. Excluded are passenger services provided to nonresidents by resident carriers within the resident economies; these are included in travel items. In addition to the services covered by passenger fares--including fares that are a part of package tours but excluding cruise fares, which are included in travel--passenger services include such items as charges for excess baggage, vehicles, or other personal accompanying effects and expenditures for food, drink, or other items for which passengers make expenditures while on board carriers. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.TRNX.CD\",\"International tourism, expenditures for passenger transport items (current US$)\",\"International tourism expenditures for passenger transport items are expenditures of international outbound visitors in other countries for all services provided during international transportation by nonresident carriers. Also included are passenger services performed within an economy by nonresident carriers. Excluded are passenger services provided to nonresidents by resident carriers within the resident economies; these are included in travel items. In addition to the services covered by passenger fares--including fares that are a part of package tours but excluding cruise fares, which are included in travel--passenger services include such items as charges for excess baggage, vehicles, or other personal accompanying effects and expenditures for food, drink, or other items for which passengers make expenditures while on board carriers. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.TVLR.CD\",\"International tourism, receipts for travel items (current US$)\",\"International tourism receipts for travel items are expenditures by international inbound visitors in the reporting economy. The goods and services are purchased by, or on behalf of, the traveler or provided, without a quid pro quo, for the traveler to use or give away. These receipts should include any other prepayment made for goods or services received in the destination country. They also may include receipts from same-day visitors, except in cases where these are so important as to justify a separate classification. Excluded is the international carriage of travelers, which is covered in passenger travel items. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.TVLX.CD\",\"International tourism, expenditures for travel items (current US$)\",\"International tourism expenditures are expenditures of international outbound visitors in other countries. The goods and services are purchased by, or on behalf of, the traveler or provided, without a quid pro quo, for the traveler to use or give away. These may include expenditures by residents traveling abroad as same-day visitors, except in cases where these are so important as to justify a separate classification. Excluded is the international carriage of travelers, which is covered in passenger travel items. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.XPND.CD\",\"International tourism, expenditures (current US$)\",\"International tourism expenditures are expenditures of international outbound visitors in other countries, including payments to foreign carriers for international transport. These expenditures may include those by residents traveling abroad as same-day visitors, except in cases where these are important enough to justify separate classification. For some countries they do not include expenditures for passenger transport items. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files.\"\n\"ST.INT.XPND.MP.ZS\",\"International tourism, expenditures (% of total imports)\",\"International tourism expenditures are expenditures of international outbound visitors in other countries, including payments to foreign carriers for international transport. These expenditures may include those by residents traveling abroad as same-day visitors, except in cases where these are important enough to justify separate classification. For some countries they do not include expenditures for passenger transport items. Their share in imports is calculated as a ratio to imports of goods and services, which comprise all transactions between residents of a country and the rest of the world involving a change of ownership from nonresidents to residents of general merchandise, goods sent for processing and repairs, nonmonetary gold, and services.\",\"World Development Indicators\",\"World Tourism Organization, Yearbook of Tourism Statistics, Compendium of Tourism Statistics and data files, and IMF and World Bank imports estimates.\"\n\"STL_JP_CROLL\",\"Steel cr coilsheet, $/mt, current$\",\"Cold-rolled coil/sheet (Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"Global Economic Monitor (GEM) Commodities\",\"Japan Metal Bulletin, World Bank.\"\n\"STL_JP_HROLL\",\"Steel hr coilsheet, $/mt, current$\",\"Hot-rolled coil/sheet (Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"Global Economic Monitor (GEM) Commodities\",\"Japan Metal Bulletin, World Bank.\"\n\"STL_JP_REBAR\",\"Steel, rebar, $/mt, current$\",\"Rebar (concrete Reinforcing bars) (Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"Global Economic Monitor (GEM) Commodities\",\"Japan Metal Bulletin, World Bank.\"\n\"STL_JP_WIROD\",\"Steel wire rod, $/mt, current$\",\"Wire ord (Japan) producers' export contracts (3 to 12 months terms) fob mainly to Asia\",\"Global Economic Monitor (GEM) Commodities\",\"Japan Metal Bulletin, World Bank.\"\n\"SUGAR_EU\",\"Sugar, EU, cents/kg, current$\",\"Sugar (EU), European Union negotiated import price for raw unpackaged sugar from African, Caribbean and Pacific (ACP) under Lome Conventions, c.I.f. European ports\",\"Global Economic Monitor (GEM) Commodities\",\"International Monetary Fund; World Bank.\"\n\"SUGAR_US\",\"Sugar, US, cents/kg, current$\",\"Sugar (US), nearby futures contract, c.i.f. \",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg, World Bank.\"\n\"SUGAR_WLD\",\"Sugar, world, cents/kg, current$\",\"Sugar (world), International Sugar Agreement (ISA) daily price, raw, f.o.b. and stowed at greater Caribbean ports\",\"Global Economic Monitor (GEM) Commodities\",\"International Sugar Organization; Thomson Reuters Datastream; World Bank.\"\n\"TEA_AVG\",\"Tea, acutions (3) average, cents/kg, current$\",\"Tea , average three auctions, arithmetic average of quotations at Kolkata, Colombo and Mombasa/Nairobi.\",\"Global Economic Monitor (GEM) Commodities\",\"World Bank.\"\n\"TEA_COLOMBO\",\"Tea, Colombo auctions, cents/kg, current$\",\"Tea (Colombo auctions), Sri Lankan origin, all tea, arithmetic average of weekly quotes.\",\"Global Economic Monitor (GEM) Commodities\",\"International Tea Committee; Sri Lanka Tea Board; Tea Broker's Association of London; World Bank.\"\n\"TEA_KOLKATA\",\"Tea, Kokata auctions, cents/kg, current$\",\"Tea (Kolkata auctions), leaf, include excise duty, arithmetic average of weekly quotes.\",\"Global Economic Monitor (GEM) Commodities\",\"International Tea Committee; Tea Board of India; Tea Broker's Association of London; World Bank.\"\n\"TEA_MOMBASA\",\"Tea, Mombasa auctions, cents/kg, current$\",\"Tea (Mombasa/Nairobi auctions), African origin, all tea, arithmetic average of weekly quotes.\",\"Global Economic Monitor (GEM) Commodities\",\"International Tea Committee; African Tea Brokers Ltd.; Tea Broker's Association of London; World Bank.\"\n\"TG.VAL.TOTL.GD.ZS\",\"Merchandise trade (% of GDP)\",\"Merchandise trade as a share of GDP is the sum of merchandise exports and imports divided by the value of GDP, all in current U.S. dollars.\",\"World Development Indicators\",\"World Trade Organization, and World Bank GDP estimates.\"\n\"TIN\",\"Tin, cents/kg, current$\",\"Tin (LME), refined, 99.85% purity, settlement price\",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Engineering and Mining Journal; Thomson Reuters Datastream; World Bank.\"\n\"TM.CONC.DIV.NO\",\"Number of product (imports)\",\"Number of products (at SITC, Revision 3, 3-digit group level) imported by country or country grouping; this figure includes only those products that are greater than 100,000 dollars or more than 0.3 per cent of the country’s or country group’s total imports. The maximum number of products is 261.\",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TM.CONC.IND.XQ\",\"Import product concentration index\",\"This indicator reflects the Herfindahl-Hirschmann index measure of the degree of import concentration within a country. The sectoral Hirschmann index is defined as the square root of the sum of the squared shares of exports of each industry in total exports for the region under study. Takes a value between 0 and 1, with 1 indicating that only a single product is exported. Higher values indicate that imports are concentrated in fewer sectors. On the contrary, values closer to 0 reflect a more equal distribution of market shares among importers. Note that this type of concentration indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices, in a way that commodity price rises make commodity importers look more concentrated. \",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TM.DIV.IND.XQ\",\"Import product diversification index\",\"The diversification index signals whether the structure of imports by product of a given country or group of countries differ from the structure of product of the world. Diversification index that ranges from 0 to 1 reveals the extent of the differences between the structure of trade of the country or country group and the world average. The index value closer to 1 indicates a bigger difference from the world average. It is constructed as the inverse of a Herfindahl index, using disaggregated exports at 4 digits (following the STIC3). This index is a modified Finger-Kreinin measure of similarity in trade. For more information, please consult the article of Finger, J. M. and M. E. Kreinin (1979), “A measure of ‘export similarity’ and its possible uses” in the Economic Journal , 89: 905-12.\",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TM.GATS.XD\",\"General Agreement on Trade in Services (GATS) Commitments Index, all service sectors (0 least liberal to 100 most liberal)\",\"This indicator measures the extent of General Agreement on Trade in Services (GATS) commitments for all 155 services sub-sectors as classified by the GATS and in the four modes of the GATS. Each entry in the country’s schedule is assigned scores based on its relative restrictiveness, using a criteria set out by Bernard Hoekman’s methodology. That resulted in 1,240 scores, ranging from 0 (unbound or no commitments) to 100 (completely liberalized), with an intermediate value of 50 for partial commitments. A simple average of the subsectoral scores were used to generate aggregate sectoral scores (for the 12 main services sectors as classified by the GATS), modes scores, and market access and national treatment scores. The overall 12 GATS commitment index is a simple average of the sectoral indices. Disaggregated indices are available for Market Access and National Treatment and for twelve subsectors: business services, communication services, construction and engineering services, distribution services, educational services, environmental services, financial services, health services, tourism services, recreational and cultural services, transport services, and other services. \",\"Africa Development Indicators\",\"GATS commitment schedules in the WTO, as scored by the World Bank Institute WTI 2008 team. Scoring and Sectoral weights follow Bernard Hoekman, Tentative First Steps: An assessment of the Uruguay Round Agreement on Services. Finance and Private Sector Dev\"\n\"TM.MRC.NOTX.DV.ZS\",\"Goods (excluding arms) admitted free of tariffs from developing countries (% total merchandise imports excluding arms)\",\"It is the proportion of duty free imports (excluding arms) into developed countries from developing and least developed countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. \",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.MRC.NOTX.LD.ZS\",\"Goods (excluding arms) admitted free of tariffs from least developed countries (% total merchandise imports excluding arms)\",\"It is the proportion of duty free imports (excluding arms) into developed countries from developing and least developed countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council.\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.PRI.MRCH.XD.WB\",\"Merchandise import price index\",\"Total merchandise imports price index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.PRI.NFSV.XU\",\"Import price index, (nonfactor) services\",\"Measuring changes in the aggregate price level of a country's non-factor services imports c.i.f. over time with 1987 price index=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.ENGY.XD.WB\",\"Import volume index, POL and other energy\",\"Petroleum and other energy products imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.FOOD.XD.WB\",\"Import volume index, food\",\"Total food imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.KGDS.XD.WB\",\"Import volume index, capital goods\",\"Capital goods imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.MRCH.XD.WB\",\"Merchandise import volume index\",\"Total merchandise imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.MRCH.XD.WD\",\"Import volume index (2000 = 100)\",\"Import volume indexes are derived from UNCTAD's volume index series and are the ratio of the import value indexes to the corresponding unit value indexes. Unit value indexes are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD’s estimates using the previous year’s trade values at the Standard International Trade Classification three-digit level as weights. To improve data coverage, especially for the latest periods, UNCTAD constructs a set of average prices indexes at the three-digit product classification of the Standard International Trade Classification revision 3 using UNCTAD’s Commodity Price Statistics, interna\\uadtional and national sources, and UNCTAD secretariat estimates and calculates unit value indexes at the country level using the current year’s trade values as weights. For economies for which UNCTAD does not publish data, the import volume indexes (lines 73) in the IMF's International Financial Statistics are used.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Handbook of Statistics and data files, and International Monetary Fund, International Financial Statistics.\"\n\"TM.QTY.NFCG.XD.WB\",\"Import volume index, other consumer goods\",\"Other consumer goods imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.NFSV.XD\",\"Import volume index, (nonfactor) services\",\"Imports of (non-factor) services. Data; Volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.RAWM.XD.WB\",\"Import volume index, manufactures\",\"Manufacture goods imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.RAWP.XD.WB\",\"Import volume index, primary goods\",\"Primary goods imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.QTY.RAWT.XD.WB\",\"Import volume index, intermediate goods\",\"Intermediate goods imports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.TAX.AGRI.CD.DV\",\"Average tariffs imposed by developed countries on agricultural products from developing countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\\n\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.TAX.AGRI.CD.LD\",\"Average tariffs imposed by developed countries on agricultural products from least developed countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.TAX.CLTH.CD.DV\",\"Average tariffs imposed by developed countries on clothing products from developing countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\\n\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.TAX.CLTH.CD.LD\",\"Average tariffs imposed by developed countries on clothing products from least developed countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\\n\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.TAX.MANF.B.ZS\",\"Tariff barriers, share of lines bound, manufactured products (%)\",\"This indicator reflects the total share of lines in the country’s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.MANF.BC.ZS\",\"Binding coverage, manufactured products (%)\",\"Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.MANF.BR.ZS\",\"Bound rate, simple mean, manufactured products (%)\",\"Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.MANF.DM.ZS\",\"Tariff barriers, dispersion around the mean, manufactured products (%)\",\"This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country’s customs schedule. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.MANF.DP.ZS\",\"Tariff barriers, share of lines domestic peaks, manufactured products (%)\",\"This indicator reflects the total share of lines in the country’s MFN tariff schedule with the value above 3 times the simple average tariff. Expressed as a percentage of total lines. These shares are also reported disaggregated for agricultural goods and non-agricultural goods. \",\"Africa Development Indicators\",\"United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.\"\n\"TM.TAX.MANF.IP.ZS\",\"Share of tariff lines with international peaks, manufactured products (%)\",\"Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.MANF.SM.AR.ZS\",\"Tariff rate, applied, simple mean, manufactured products (%)\",\"Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MANF.SM.FN.ZS\",\"Tariff rate, most favored nation, simple mean, manufactured products (%)\",\"Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MANF.SR.ZS\",\"Share of tariff lines with specific rates, manufactured products (%)\",\"Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.MANF.WM.AR.ZS\",\"Tariff rate, applied, weighted mean, manufactured products (%)\",\"Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's\\nCommodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MANF.WM.FN.ZS\",\"Tariff rate, most favored nation, weighted mean, manufactured products (%)\",\"Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Manufactured products are commodities classified in SITC revision 3 sections 5-8 excluding division 68.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MRCH.B.ZS\",\"Tariff barriers, share of lines bound, all products (%)\",\"This indicator reflects the total share of lines in the country’s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.MRCH.BC.ZS\",\"Binding coverage, all products (%)\",\"Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.MRCH.BR.ZS\",\"Bound rate, simple mean, all products (%)\",\"Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.MRCH.DM.ZS\",\"Tariff barriers, dispersion around the mean, all products (%)\",\"This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country’s customs schedule. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.MRCH.DP.ZS\",\"Tariff barriers, share of lines domestic peaks, all products (%)\",\"This indicator reflects the total share of lines in the country’s MFN tariff schedule with the value above 3 times the simple average tariff. Expressed as a percentage of total lines. These shares are also reported disaggregated for agricultural goods and non-agricultural goods. \",\"Africa Development Indicators\",\"United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.\"\n\"TM.TAX.MRCH.IP.ZS\",\"Share of tariff lines with international peaks, all products (%)\",\"Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.MRCH.SM.AR.ZS\",\"Tariff rate, applied, simple mean, all products (%)\",\"Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MRCH.SM.FN.ZS\",\"Tariff rate, most favored nation, simple mean, all products (%)\",\"Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MRCH.SR.ZS\",\"Share of tariff lines with specific rates, all products (%)\",\"Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.MRCH.WM.AR.ZS\",\"Tariff rate, applied, weighted mean, all products (%)\",\"Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.MRCH.WM.FN.ZS\",\"Tariff rate, most favored nation, weighted mean, all products (%)\",\"Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database.\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.TCOM.B.ZS\",\"Tariff barriers, share of lines bound, primary products (%)\",\"This indicator reflects the total share of lines in the country’s tariff schedule bound subject to WTO Negotiation Agreements. Expressed as a percentage of total lines. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.TCOM.BC.ZS\",\"Binding coverage, primary products (%)\",\"Binding coverage is the percentage of product lines with an agreed bound rate. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.TCOM.BR.ZS\",\"Bound rate, simple mean, primary products (%)\",\"Simple mean bound rate is the unweighted average of all the lines in the tariff schedule in which bound rates have been set. Bound rates result from trade negotiations incorporated into a country's schedule of concessions and are thus enforceable. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from World Trade Organization.\"\n\"TM.TAX.TCOM.DM.ZS\",\"Tariff barriers, dispersion around the mean, primary products (%)\",\"This indicator is calculated as the coefficient of variation of the applied tariff rates including preferential rates that a country applies to its trading partners available at HS 6-digit product level in a country’s customs schedule. As calculated by the World Bank Institute WTI 2008 team. \",\"Africa Development Indicators\",\"UNCTAD TRAINS database through WITS until 2006, then ITC database.\"\n\"TM.TAX.TCOM.DP.ZS\",\"Tariff barriers, share of lines domestic peaks, primary (%)\",\"This indicator reflects the total share of lines in the country’s MFN tariff schedule with the value above 3 times the simple average tariff. Expressed as a percentage of total lines. These shares are also reported disaggregated for agricultural goods and non-agricultural goods. \",\"Africa Development Indicators\",\"United Nations Conference on Trade and Development (UNCTD) and the World Trade Organization.\"\n\"TM.TAX.TCOM.IP.ZS\",\"Share of tariff lines with international peaks, primary products (%)\",\"Share of tariff lines with international peaks is the share of lines in the tariff schedule with tariff rates that exceed 15 percent. It provides an indication of how selectively tariffs are applied. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.TCOM.SM.AR.ZS\",\"Tariff rate, applied, simple mean, primary products (%)\",\"Simple mean applied tariff is the unweighted average of effectively applied rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of simple mean tariffs. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.TCOM.SM.FN.ZS\",\"Tariff rate, most favored nation, simple mean, primary products (%)\",\"Simple mean most favored nation tariff rate is the unweighted average of most favored nation rates for all products subject to tariffs calculated for all traded goods. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.TCOM.SR.ZS\",\"Share of tariff lines with specific rates, primary products (%)\",\"Share of tariff lines with specific rates is the share of lines in the tariff schedule that are set on a per unit basis or that combine ad valorem and per unit rates. It shows the extent to which countries use tariffs based on physical quantities or other, non-ad valorem measures. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database.\"\n\"TM.TAX.TCOM.WM.AR.ZS\",\"Tariff rate, applied, weighted mean, primary products (%)\",\"Weighted mean applied tariff is the average of effectively applied rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. To the extent possible, specific rates have been converted to their ad valorem equivalent rates and have been included in the calculation of weighted mean tariffs. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Effectively applied tariff rates at the six- and eight-digit product level are averaged for products in each commodity group. When the effectively applied rate is unavailable, the most favored nation rate is used instead. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.TCOM.WM.FN.ZS\",\"Tariff rate, most favored nation, weighted mean, primary products (%)\",\"Weighted mean most favored nations tariff is the average of most favored nation rates weighted by the product import shares corresponding to each partner country. Data are classified using the Harmonized System of trade at the six- or eight-digit level. Tariff line data were matched to Standard International Trade Classification (SITC) revision 3 codes to define commodity groups and import weights. Import weights were calculated using the United Nations Statistics Division's Commodity Trade (Comtrade) database. Primary products are commodities classified in SITC revision 3 sections 0-4 plus division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates using the World Integrated Trade Solution system, based on data from United Nations Conference on Trade and Development's Trade Analysis and Information System (TRAINS) database and the World Trade Organization’s (WTO) Integrated Data Base (IDB) and Consolidated Tariff Schedules (CTS) database.\"\n\"TM.TAX.TXTL.CD.DV\",\"Average tariffs imposed by developed countries on textile products from developing countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\\n\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.TAX.TXTL.CD.LD\",\"Average tariffs imposed by developed countries on textile products from least developed countries (%)\",\"It is the average tariffs imposed by developed countries on subsets of selected items (agricultural products, textile and clothing exports) that are deemed to be of interest to developing countries. For the purpose of calculating this indicator, Japan in Asia, Canada and the United States in North America, Australia and New Zealand in Oceania and Iceland, Norway, Switzerland and the EU (25 countries included since 2004) in Europe are considered “developed” regions or areas, following the common accepted practice used for MDG indicators. Developing countries are those not listed as developed or transition countries. The list of least developed countries (LDCs) has been agreed by the General Assembly, on the recommendation of the Committee for Development Policy, Economic and Social Council. Agricultural, clothing and textile groups follow the definition in WTO agreements based on the Harmonized System 1992, transposed to current versions by WTO Secretariat. Agricultural products correspond to Harmonized System 1992, chapters 01 to 24 less fish and fish products (chap. 03); in addition to parts of chapters 29, 33, 35, 38, 41, 43, 50 to 53. Textile is mainly covered in chapters 50 to 60. The bulk of clothing products are found in chapters 61-63.\\n\",\"Millennium Development Goals\",\"United Nations Conference on Trade and Development, World Trade Organization, and International Trade Center. Data are available online at: www.mdg-trade.org.\"\n\"TM.VAL.AGRI.ZS.UN\",\"Agricultural raw materials imports (% of merchandise imports)\",\"Agricultural raw materials comprise SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude fertilizers and minerals excluding coal, petroleum, and precious stones), and 28 (metalliferous ores and scrap).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TM.VAL.ENGY.CD.WB\",\"POL and other energy imports (current US$)\",\"Petroleum and energy products imports in current US dollars. Values are on cif (includes freight and insurance costs). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.ENGY.KD.WB\",\"POL and other energy imports (constant US$)\",\"Petroleum and energy products imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"\\\"World Bank country economists.\\r\\\"\"\n\"TM.VAL.FOOD.CD.WB\",\"Food imports (current US$)\",\"Food imports, cif (includes freight and insurance costs) in current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.FOOD.KD.WB\",\"Food imports (constant US$)\",\"Food imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.FOOD.ZS.UN\",\"Food imports (% of merchandise imports)\",\"Food comprises the commodities in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and 4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil nuts, and oil kernels).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TM.VAL.FUEL.ZS.UN\",\"Fuel imports (% of merchandise imports)\",\"Fuels comprise the commodities in SITC section 3 (mineral fuels).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TM.VAL.ICTG.ZS.UN\",\"ICT goods imports (% total goods imports)\",\"Information and communication technology goods imports include telecommunications, audio and video, computer and related equipment; electronic components; and other information and communication technology goods. Software is excluded.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development's UNCTADstat database at http://unctadstat.unctad.org/ReportFolders/reportFolders.aspx.\"\n\"TM.VAL.INSF.ZS.WT\",\"Insurance and financial services (% of commercial service imports)\",\"Insurance and financial services cover freight insurance on goods imported and other direct insurance such as life insurance; financial intermediation services such as commissions, foreign exchange transactions, and brokerage services; and auxiliary services such as financial market operational and regulatory services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TM.VAL.KGDS.CD.WB\",\"Capital goods imports (current US$)\",\"Imports of capital goods in current US dollars. Values are on cif (includes freight and insurance costs). \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.KGDS.KD.WB\",\"Capital goods imports (constant US$)\",\"Imports of capital goods, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.MANF.ZS.UN\",\"Manufactures imports (% of merchandise imports)\",\"Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TM.VAL.MMTL.ZS.UN\",\"Ores and metals imports (% of merchandise imports)\",\"Ores and metals comprise commodities in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores, scrap); and 68 (non-ferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TM.VAL.MRCH.AL.ZS\",\"Merchandise imports from economies in the Arab World (% of total merchandise imports)\",\"Merchandise imports from economies in the Arab World are the sum of merchandise imports by the reporting economy from economies in the Arab World. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.CD.WB\",\"Merchandise imports, WB (current US$)\",\"Total merchandise imports, cif (includes freight and insurance costs) in current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.MRCH.CD.WT\",\"Merchandise imports (current US$)\",\"Merchandise imports show the c.i.f. value of goods received from the rest of the world valued in current U.S. dollars.\",\"World Development Indicators\",\"World Trade Organization.\"\n\"TM.VAL.MRCH.HI.ZS\",\"Merchandise imports from high-income economies (% of total merchandise imports)\",\"Merchandise imports from high-income economies are the sum of merchandise imports by the reporting economy from high-income economies according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.KD.WB\",\"Merchandise imports (constant US$)\",\"Total merchandise imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists. \"\n\"TM.VAL.MRCH.OR.ZS\",\"Merchandise imports from low- and middle-income economies outside region (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies outside region are the sum of merchandise imports by the reporting economy from other low- and middle-income economies in other World Bank regions according to the World Bank classification of economies. Data are in current U.S. dollars. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R1.ZS\",\"Merchandise imports from low- and middle-income economies in East Asia & Pacific (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in East Asia and Pacific are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the East Asia and Pacific region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R2.ZS\",\"Merchandise imports from low- and middle-income economies in Europe & Central Asia (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in Europe and Central Asia are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Europe and Central Asia region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R3.ZS\",\"Merchandise imports from low- and middle-income economies in Latin America & the Caribbean (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in Latin America and the Caribbean are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Latin America and the Caribbean region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R4.ZS\",\"Merchandise imports from low- and middle-income economies in Middle East & North Africa (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in Middle East and North Africa are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Middle East and North Africa region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R5.ZS\",\"Merchandise imports from low- and middle-income economies in South Asia (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in South Asia are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the South Asia region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.R6.ZS\",\"Merchandise imports from low- and middle-income economies in Sub-Saharan Africa (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies in Sub-Saharan Africa are the sum of merchandise imports by the reporting economy from low- and middle-income economies in the Sub-Saharan Africa region according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.RS.ZS\",\"Merchandise imports by the reporting economy, residual (% of total merchandise imports)\",\"Merchandise imports by the reporting economy residuals are the total merchandise imports by the reporting economy from the rest of the world as reported in the IMF's Direction of trade database, less the sum of imports by the reporting economy from high-, low-, and middle-income economies according to the World Bank classification of economies. Includes trade with unspecified partners or with economies not covered by World Bank classification. Data are as a percentage of total merchandise imports by the economy.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.WL.CD\",\"Merchandise imports by the reporting economy (current US$)\",\"Merchandise imports by the reporting economy are the total merchandise imports by the reporting economy from the rest of the world, as reported in the IMF's Direction of trade database. Data are in current U.S. dollars.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.WR.ZS\",\"Merchandise imports from low- and middle-income economies within region (% of total merchandise imports)\",\"Merchandise imports from low- and middle-income economies within region are the sum of merchandise imports by the reporting economy from other low- and middle-income economies in the same World Bank region according to the World Bank classification of economies. Data are as a percentage of total merchandise imports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data. No figures are shown for high-income economies, because they are a separate category in the World Bank classification of economies.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TM.VAL.MRCH.XD.WD\",\"Import value index (2000 = 100)\",\"Import value indexes are the current value of imports (c.i.f.) converted to U.S. dollars and expressed as a percentage of the average for the base period (2000). UNCTAD's import value indexes are reported for most economies. For selected economies for which UNCTAD does not publish data, the import value indexes are derived from import volume indexes (line 73) and corresponding unit value indexes of imports (line 75) in the IMF's International Financial Statistics.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Handbook of Statistics and data files, and International Monetary Fund, International Financial Statistics.\"\n\"TM.VAL.NFCG.CD.WB\",\"Other consumer goods imports (current US$)\",\"Consumer goods imports, cif (includes freight and insurance costs) in current dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.NFCG.KD.WB\",\"Other consumer goods imports (constant US$)\",\"Consumer goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.OTHR.ZS.WT\",\"Computer, communications and other services (% of commercial service imports)\",\"Computer, communications and other services (% of commercial service imports) include such activities as international telecommunications, and postal and courier services; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; and personal, cultural, and recreational services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TM.VAL.RAWM.CD.WB\",\"Intermediate goods imports, manufactures (current US$)\",\"Imports of manufactures (SITC 5 through 9 excluding 68) in current US dollars. Values are on c.i.f. basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.RAWM.KD.WB\",\"Intermediate goods imports, manufactures (constant US$)\",\"Imports of manufactures (SITC 5 through 9 excluding 68) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.RAWP.CD.WB\",\"Intermediate goods imports, primary (current US$)\",\"Primary goods imports, cif (includes freight and insurance costs) in current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.RAWP.KD.WB\",\"Intermediate goods imports, primary (constant US$)\",\"Primary goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.RAWT.CD.WB\",\"Intermediate goods imports, total (current US$)\",\"Intermediate goods imports, cif (includes freight and insurance costs) current US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.RAWT.KD.WB\",\"Intermediate goods imports, total (constant US$)\",\"Intermediate goods imports, cif (includes freight and insurance costs) in 1987 constant US dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TM.VAL.SERV.CD.WT\",\"Commercial service imports (current US$)\",\"Commercial service imports are total service imports minus imports of government services not included elsewhere. International transactions in services are defined by the IMF's Balance of Payments Manual (1993) as the economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Definitions may vary among reporting economies.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TM.VAL.TRAN.ZS.WT\",\"Transport services (% of commercial service imports)\",\"Transport services (% of commercial service imports) covers all transport services (sea, air, land, internal waterway, space, and pipeline) performed by residents of one economy for those of another and involving the carriage of passengers, movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Excluded are freight insurance, which is included in insurance services; goods procured in ports by nonresident carriers and repairs of transport equipment, which are included in goods; repairs of railway facilities, harbors, and airfield facilities, which are included in construction services; and rental of carriers without crew, which is included in other services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TM.VAL.TRVL.ZS.WT\",\"Travel services (% of commercial service imports)\",\"Travel services (% of commercial service imports) covers goods and services acquired from an economy by travelers in that economy for their own use during visits of less than one year for business or personal purposes. Travel services include the goods and services consumed by travelers, such as lodging, meals, and transport (within the economy visited).\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TOBAC_US\",\"Tobacco, $/mt, current$\",\"Tobacco (any origin), unmanufactured, general import , cif, US\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agriculture, World Bank.\"\n\"TOTRESV\",\"Total Reserves\",\"Total reserves comprise holdings of monetary gold, special drawing rights, reserves of IMF members held by the IMF, and holdings of foreign exchange under the control of monetary authorities. \",\"Global Economic Monitor\",\"World Bank staff calculations based on Datastream data.\"\n\"TRAD.EXPT.BVTO\",\"Export: Beverages and tobacco (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.CHEM\",\"Export: Chemical and related products, nes (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.CRUD\",\"Export: Crude materials, inedible, except fuels (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.FLVSK\",\"Export: Food and Live Animals (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.FUEL\",\"Export: Mineral fuels, lubricants and related materials (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.MANF\",\"Export: Manufactured goods, classified chiefly by material (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.MANF.OTHR\",\"Export: Miscellaneous manufactures articles (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.MTRN\",\"Export: Machinery and transport equipment (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.OLFTW\",\"Export: Animals and vegetable oil, fat and waxes (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.EXPT.OTHR\",\"Export: Commodities and transaction not elsewhere classified (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.BVTO\",\"Import: Beverages and tobacco (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.CHEM\",\"Import: Chemical and related products, nes (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.CRUD\",\"Import: Crude materials, inedible, except fuels (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.FLVSK\",\"Import: Food and Live Animals (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.FUEL\",\"Import: Mineral fuels, lubricants and related materials (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.MANF\",\"Import: Manufactured goods, classified chiefly by material (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.MANF.OTHR\",\"Import: Miscellaneous manufactures articles (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.MTRN\",\"Import: Machinery and transport equipment (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.OLFTW\",\"Import: Animals and vegetable oil, fat and waxes (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TRAD.IMPT.OTHR\",\"Import: Commodities and transaction not elsewhere classified (province Level, in USD)\",\"\",\"INDO-DAPOER\",\"BADAN PUSAT STATISTIK - Statistics Indonesia, Unpublished statistics on Sub-National Trade\"\n\"TSP\",\"TSP, $/mt, current$\",\"TSP (triple superphosphate), up to September 2006 bulk, spot, f.o.b. US Gulf; from October 2006 onwards Tunisian, granular, f.o.b.\",\"Global Economic Monitor (GEM) Commodities\",\"Fertilizer Week; Fertilizer International; World Bank.\"\n\"TT.PRI.MRCH.XD.WB\",\"Merchandise Terms of Trade (1987 = 100)\",\"Net barter (merchandise) terms of trade (1987 = 100) are the ratio of the export price index to the corresponding import price index measured relative to the base year of 1987. \",\"Africa Development Indicators\",\" World Bank country economists.\"\n\"TT.PRI.MRCH.XD.WD\",\"Net barter terms of trade index (2000 = 100)\",\"Net barter terms of trade index is calculated as the percentage ratio of the export unit value indexes to the import unit value indexes, measured relative to the base year 2000. Unit value indexes are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD’s estimates using the previous year’s trade values at the Standard International Trade Classification three-digit level as weights. To improve data coverage, especially for the latest periods, UNCTAD constructs a set of average prices indexes at the three-digit product classification of the Standard International Trade Classification revision 3 using UNCTAD’s Commodity Price Statistics, interna\\uadtional and national sources, and UNCTAD secretariat estimates and calculates unit value indexes at the country level using the current year’s trade values as weights.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Handbook of Statistics and data files, and International Monetary Fund, International Financial Statistics.\"\n\"TX.CONC.DIV.NO\",\"Number of product (exports)\",\"Number of products (at SITC, Revision 3, 3-digit group level) exported by country or country grouping; this figure includes only those products that are greater than 100,000 dollars or more than 0.3 per cent of the country’s or country group’s total exports. The maximum number of products is 261.\",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TX.CONC.IND.XQ\",\"Export product concentration index\",\"This indicator reflects the Herfindahl-Hirschmann index measure of the degree of export concentration within a country. The sectoral Hirschmann index is defined as the square root of the sum of the squared shares of exports of each industry in total exports for the region under study. Takes a value between 0 and 1, with 1 indicating that only a single product is exported. Higher values indicate that exports are concentrated in fewer sectors. On the contrary, values closer to 0 reflect a more equal distribution of market shares among exporters. Note that this type of concentration indicator tends to be quite vulnerable to cyclical fluctuations in relative-prices, in a way that commodity price rises make commodity exporters look more concentrated. \",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TX.DIV.IND.XQ\",\"Export product diversification index\",\"The diversification index signals whether the structure of exports by product of a given country or group of countries differ from the structure of product of the world. Diversification index is computed by measuring absolute deviation of the country share from world structure. Diversification index that ranges from 0 to 1 reveals the extent of the differences between the structure of trade of the country or country group and the world average. The index value closer to 1 indicates a bigger difference from the world average. It is constructed as the inverse of a Herfindahl index, using disaggregated exports at 4 digits (following the STIC3). \",\"Africa Development Indicators\",\"UNCTAD Statistical Office, also reported in the UNCTAD Handbook of Statistics, various issues (http://unctadstat.unctad.org/).\"\n\"TX.DVR.MRKT.XQ\",\"Market export diversification index (0=less concentrated; 1=more concentrated)\",\"Market export diversification (Herfindahl) index is a flow-weighted concentration index normalized to a range between 0 and 1--one being more concentrated. The share in total export of 220 potential partners for each destination is used. Due to lack of some country's export data, \\\"mirror data\\\" is used (partner's import from that country).\",\"Corporate Scorecard\",\"World Bank staff estimates using UN Comtrade data through the WITS platform.\"\n\"TX.DVR.PROD.XQ\",\"Product export diversification index (0=less concentrated; 1=more concentrated)\",\"Product export diversification (Herfindahl) index is a flow-weighted concentration index normalized to a range between 0 and 1--one being more concentrated. The Harmonized Commodity Description and Coding System (HS) 6 digit product classification is used. Due to lack of some country's export data, \\\"mirror data\\\" is used (partner's import from that country).\",\"Corporate Scorecard\",\"World Bank staff estimates using UN Comtrade data through the WITS platform.\"\n\"TX.PRI.MRCH.XD.WB\",\"Merchandise export price index (1987 = 100)\",\"This item is a price index measuring changes in the aggregate price level of a country's merchandise exports f.o.b. over time. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.PRI.NFSV.XU\",\"Export price index, (nonfactor) services\",\"This item is a price index measuring changes in the aggregate price level of a country's non-factor services exports over time with 1987 price index=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.COM1.XD.WB\",\"Exports of commodity 1 (volume index)\",\"Export volume index of commodity 1 with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.COM2.XD.WB\",\"Exports of commodity 2 (volume index)\",\"Export volume index of commodity 2 with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.COM3.XD.WB\",\"Exports of commodity 3 (volume index)\",\"Export volume index of commodity 3 with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.COM4.XD.WB\",\"Exports of commodity 4 (volume index)\",\"Export volume index of commodity 4 with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.MANF.XD.WB\",\"Export volume index, manufactures\",\"Export volume index of manufactures with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.MRCH.XD.WB\",\"Merchandise export volume index\",\"Merchandise exports volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.MRCH.XD.WD\",\"Export volume index (2000 = 100)\",\"Export volume indexes are derived from UNCTAD's volume index series and are the ratio of the export value indexes to the corresponding unit value indexes. Unit value indexes are based on data reported by countries that demonstrate consistency under UNCTAD quality controls, supplemented by UNCTAD’s estimates using the previous year’s trade values at the Standard International Trade Classification three-digit level as weights. To improve data coverage, especially for the latest periods, UNCTAD constructs a set of average prices indexes at the three-digit product classification of the Standard International Trade Classification revision 3 using UNCTAD’s Commodity Price Statistics, interna\\uadtional and national sources, and UNCTAD secretariat estimates and calculates unit value indexes at the country level using the current year’s trade values as weights. For economies for which UNCTAD does not publish data, the export volume indexes (lines 72) in the IMF's International Financial Statistics are used.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Handbook of Statistics and data files, and International Monetary Fund, International Financial Statistics.\"\n\"TX.QTY.NFSV.XD\",\"Export volume index, (nonfactor) services\",\"Exports of (non-factor) services. Data; Volume index with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.QTY.OCOM.XD.WB\",\"Export volume index, other primary commodities\",\"Export volume index of other primary commodities with 1987=100. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.AGRI.ZS.UN\",\"Agricultural raw materials exports (% of merchandise exports)\",\"Agricultural raw materials comprise SITC section 2 (crude materials except fuels) excluding divisions 22, 27 (crude fertilizers and minerals excluding coal, petroleum, and precious stones), and 28 (metalliferous ores and scrap).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.COM1.CD.WB\",\"Exports of commodity 1 (current US$)\",\"Exports of commodity 1 in current US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM1.KD.WB\",\"Exports of commodity 1 (constant US$)\",\"Exports of commodity 1 in 1987 constant US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM2.CD.WB\",\"Exports of commodity 2 (current US$)\",\"Exports of commodity 2 in current US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM2.KD.WB\",\"Exports of commodity 2 (constant US$)\",\"Exports of commodity 2 in 1987 constant US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM3.CD.WB\",\"Exports of commodity 3 (current US$)\",\"Exports of commodity 3 in current US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM3.KD.WB\",\"Exports of commodity 3 (constant US$)\",\"Exports of commodity 3 in 1987 constant US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM4.CD.WB\",\"Exports of commodity 4 (current US$)\",\"Exports of commodity 4 in current US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.COM4.KD.WB\",\"Exports of commodity 4 (constant US$)\",\"Exports of commodity 4 in 1987 constant US dollars and fob basis. \",\"Africa Development Indicators\",\" World Bank country economists.\"\n\"TX.VAL.FOOD.ZS.UN\",\"Food exports (% of merchandise exports)\",\"Food comprises the commodities in SITC sections 0 (food and live animals), 1 (beverages and tobacco), and 4 (animal and vegetable oils and fats) and SITC division 22 (oil seeds, oil nuts, and oil kernels).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.FUEL.ZS.UN\",\"Fuel exports (% of merchandise exports)\",\"Fuels comprise SITC section 3 (mineral fuels).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.ICTG.ZS.UN\",\"ICT goods exports (% of total goods exports)\",\"Information and communication technology goods exports include telecommunications, audio and video, computer and related equipment; electronic components; and other information and communication technology goods. Software is excluded.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development's UNCTADstat database at http://unctadstat.unctad.org/ReportFolders/reportFolders.aspx.\"\n\"TX.VAL.INSF.ZS.WT\",\"Insurance and financial services (% of commercial service exports)\",\"Insurance and financial services cover freight insurance on goods exported and other direct insurance such as life insurance; financial intermediation services such as commissions, foreign exchange transactions, and brokerage services; and auxiliary services such as financial market operational and regulatory services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TX.VAL.MANF.CD.WB\",\"Manufactures exports (current US$)\",\"Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals).\",\"Africa Development Indicators\",\"World Bank staff estimates from the COMTRADE database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.MANF.KD.WB\",\"Manufactures exports (constant US$)\",\"Manufactures comprise the commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (nonferrous metals) in 1987 constant US dollars. Values are on fob basis.\",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.MANF.ZS.UN\",\"Manufactures exports (% of merchandise exports)\",\"Manufactures comprise commodities in SITC sections 5 (chemicals), 6 (basic manufactures), 7 (machinery and transport equipment), and 8 (miscellaneous manufactured goods), excluding division 68 (non-ferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.MMTL.ZS.UN\",\"Ores and metals exports (% of merchandise exports)\",\"Ores and metals comprise the commodities in SITC sections 27 (crude fertilizer, minerals nes); 28 (metalliferous ores, scrap); and 68 (non-ferrous metals).\",\"World Development Indicators\",\"World Bank staff estimates from the Comtrade database maintained by the United Nations Statistics Division.\"\n\"TX.VAL.MRCH.AL.ZS\",\"Merchandise exports to economies in the Arab World (% of total merchandise exports)\",\"Merchandise exports to economies in the Arab World are the sum of merchandise exports by the reporting economy to economies in the Arab World. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.CD.WB\",\"Merchandise exports, WB (current US$)\",\"Merchandise exports (current US$) show the f.o.b. value of goods provided to the rest of the world valued in U.S. dollars. They are classified using the Standard International Trade Classification (SITC). Data are in current U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.MRCH.CD.WT\",\"Merchandise exports (current US$)\",\"Merchandise exports show the f.o.b. value of goods provided to the rest of the world valued in current U.S. dollars.\",\"World Development Indicators\",\"World Trade Organization.\"\n\"TX.VAL.MRCH.HI.ZS\",\"Merchandise exports to high-income economies (% of total merchandise exports)\",\"Merchandise exports to high-income economies are the sum of merchandise exports from the reporting economy to high-income economies according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.KD.WB\",\"Merchandise exports (constant US$)\",\"Merchandise exports (constant 1987 US$) show the f.o.b. value of goods provided to the rest of the world valued in U.S. dollars. They are classified using the Standard International Trade Classification (SITC). Data are in constant U.S. dollars. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.MRCH.OR.ZS\",\"Merchandise exports to low- and middle-income economies outside region (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies outside region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in other World Bank regions according to the World Bank classification of economies. Data are expressed as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R1.ZS\",\"Merchandise exports to low- and middle-income economies in East Asia & Pacific (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in East Asia and Pacific are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the East Asia and Pacific region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R2.ZS\",\"Merchandise exports to low- and middle-income economies in Europe & Central Asia (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in Europe and Central Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Europe and Central Asia region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R3.ZS\",\"Merchandise exports to low- and middle-income economies in Latin America & the Caribbean (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in Latin America and the Caribbean are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Latin America and the Caribbean region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R4.ZS\",\"Merchandise exports to low- and middle-income economies in Middle East & North Africa (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in Middle East and North Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Middle East and North Africa region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R5.ZS\",\"Merchandise exports to low- and middle-income economies in South Asia (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in South Asia are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the South Asia region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.R6.ZS\",\"Merchandise exports to low- and middle-income economies in Sub-Saharan Africa (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies in Sub-Saharan Africa are the sum of merchandise exports from the reporting economy to low- and middle-income economies in the Sub-Saharan Africa region according to World Bank classification of economies. Data are as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.RS.ZS\",\"Merchandise exports by the reporting economy, residual (% of total merchandise exports)\",\"Merchandise exports by the reporting economy residuals are the total merchandise exports by the reporting economy to the rest of the world as reported in the IMF's Direction of trade database, less the sum of exports by the reporting economy to high-, low-, and middle-income economies according to the World Bank classification of economies. Includes trade with unspecified partners or with economies not covered by World Bank classification. Data are as a percentage of total merchandise exports by the economy.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.WL.CD\",\"Merchandise exports by the reporting economy (current US$)\",\"Merchandise exports by the reporting economy are the total merchandise exports by the reporting economy to the rest of the world, as reported in the IMF's Direction of trade database. Data are in current US$.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.WR.ZS\",\"Merchandise exports to low- and middle-income economies within region (% of total merchandise exports)\",\"Merchandise exports to low- and middle-income economies within region are the sum of merchandise exports from the reporting economy to other low- and middle-income economies in the same World Bank region as a percentage of total merchandise exports by the economy. Data are computed only if at least half of the economies in the partner country group had non-missing data. No figures are shown for high-income economies, because they are a separate category in the World Bank classification of economies.\",\"World Development Indicators\",\"World Bank staff estimates based data from International Monetary Fund's Direction of Trade database.\"\n\"TX.VAL.MRCH.XD.WD\",\"Export value index (2000 = 100)\",\"Export values are the current value of exports (f.o.b.) converted to U.S. dollars and expressed as a percentage of the average for the base period (2000). UNCTAD's export value indexes are reported for most economies. For selected economies for which UNCTAD does not publish data, the export value indexes are derived from export volume indexes (line 72) and corresponding unit value indexes of exports (line 74) in the IMF's International Financial Statistics.\",\"World Development Indicators\",\"United Nations Conference on Trade and Development, Handbook of Statistics and data files, and International Monetary Fund, International Financial Statistics.\"\n\"TX.VAL.OCOM.CD.WB\",\"Other primary commodities exports (current US$)\",\"Exports of other primary commodities in current US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.OCOM.KD.WB\",\"Other primary commodities exports (constant US$)\",\"Exports of other primary commodities in 1987 constant US dollars and fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.OTHR.ZS.WT\",\"Computer, communications and other services (% of commercial service exports)\",\"Computer, communications and other services (% of commercial service exports) include such activities as international telecommunications, and postal and courier services; computer data; news-related service transactions between residents and nonresidents; construction services; royalties and license fees; miscellaneous business, professional, and technical services; and personal, cultural, and recreational services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TX.VAL.SERV.CD.WT\",\"Commercial service exports (current US$)\",\"Commercial service exports are total service exports minus exports of government services not included elsewhere. International transactions in services are defined by the IMF's Balance of Payments Manual (1993) as the economic output of intangible commodities that may be produced, transferred, and consumed at the same time. Definitions may vary among reporting economies.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TX.VAL.TCOM.CD.WB\",\"Primary commodities exports (current US$)\",\"Total Primary Commodities exports in current US dollars. Values are in fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.TCOM.KD.WB\",\"Primary commodities exports (constant US$)\",\"Total Primary Commodities exports in 1987 constant US dollars. Values are in fob basis. \",\"Africa Development Indicators\",\"World Bank country economists.\"\n\"TX.VAL.TECH.CD\",\"High-technology exports (current US$)\",\"High-technology exports are products with high R&D intensity, such as in aerospace, computers, pharmaceuticals, scientific instruments, and electrical machinery. Data are in current U.S. dollars.\",\"World Development Indicators\",\"United Nations, Comtrade database.\"\n\"TX.VAL.TECH.MF.ZS\",\"High-technology exports (% of manufactured exports)\",\"High-technology exports are products with high R&D intensity, such as in aerospace, computers, pharmaceuticals, scientific instruments, and electrical machinery.\",\"World Development Indicators\",\"United Nations, Comtrade database.\"\n\"TX.VAL.TRAN.ZS.WT\",\"Transport services (% of commercial service exports)\",\"Transport services (% of commercial service exports) covers all transport services (sea, air, land, internal waterway, space, and pipeline) performed by residents of one economy for those of another and involving the carriage of passengers, movement of goods (freight), rental of carriers with crew, and related support and auxiliary services. Excluded are freight insurance, which is included in insurance services; goods procured in ports by nonresident carriers and repairs of transport equipment, which are included in goods; repairs of railway facilities, harbors, and airfield facilities, which are included in construction services; and rental of carriers without crew, which is included in other services.\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"TX.VAL.TRVL.ZS.WT\",\"Travel services (% of commercial service exports)\",\"Travel services (% of commercial service exports) covers goods and services acquired from an economy by travelers in that economy for their own use during visits of less than one year for business or personal purposes. Travel services include the goods and services consumed by travelers, such as lodging and meals and transport (within the economy visited).\",\"World Development Indicators\",\"International Monetary Fund, Balance of Payments Statistics Yearbook and data files.\"\n\"UIS.AFR.AGRADMG.1.PU\",\"Africa Dataset: Average number of grades per multigrade class in primary schools (number of grades)\",\"Average number of grade levels that have been merged into multigrade classes in public primary schools. A multigrade class is a class in which students from two or more grades are taught by one teacher in one room at the same time. The existence of multigrade classes can suggest shortages of teachers, classrooms, or low enrolment numbers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.1.PU\",\"Africa Dataset: Average size of classes in primary schools (number of pupils)\",\"Average number of students per class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.MG.1.PU\",\"Africa Dataset: Average size of multigrade classes in primary schools (number of pupils)\",\"Average number of students per multigrade class in public primary schools. A multigrade class is a class in which students from two or more grades are taught by one teacher in one room at the same time. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G1.PU\",\"Africa Dataset: Average size of single grade classes in Grade 1 of primary schools (number of pupils)\",\"Average number of students per Grade 1 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G2.PU\",\"Africa Dataset: Average size of single grade classes in Grade 2 of primary schools (number of pupils)\",\"Average number of students per Grade 2 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G3.PU\",\"Africa Dataset: Average size of single grade classes in Grade 3 of primary schools (number of pupils)\",\"Average number of students per Grade 3 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G4.PU\",\"Africa Dataset: Average size of single grade classes in Grade 4 of primary schools (number of pupils)\",\"Average number of students per Grade 4 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G5.PU\",\"Africa Dataset: Average size of single grade classes in Grade 5 of primary schools (number of pupils)\",\"Average number of students per Grade 5 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G6.PU\",\"Africa Dataset: Average size of single grade classes in Grade 6 of primary schools (number of pupils)\",\"Average number of students per Grade 6 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.G7.PU\",\"Africa Dataset: Average size of single grade classes in Grade 7 of primary schools (number of pupils)\",\"Average number of students per Grade 7 class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.CS.SG.1.PU\",\"Africa Dataset: Average size of single grade classes in primary schools (number of pupils)\",\"Average number of students per single grade class in public primary schools. Average class sizes differ from pupil-teacher ratios because average class sizes reflect the actual number of pupils taught by a teacher at a given time while the pupil-teacher ratio is a more global measure of the teaching resources available in schools. Pupil-teacher ratios are generally lower than average class sizes as teachers typically have additional non-teaching duties. The pupil-teacher ratio is useful for assessing the cost of providing education whereas class sizes are related to the classroom working conditions of teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.ECP.MG.1.PU\",\"Africa Dataset: Percentage of primary pupils in multigrade classes (%)\",\"Share of primary students in public schools who are enrolled in a multigrade class. A multigrade class is a class in which students from two or more grades are taught by one teacher in one room at the same time. The existence of multigrade classes can suggest shortages of teachers, classrooms, or low enrolment numbers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.FNTP.1\",\"Africa Dataset: Percentage of newly recruited teachers in primary education who are female (%)\",\"Share of newly recruited public primary school teachers who are female. Newly recruited teachers are teachers entering the teaching profession for the first time in public schools. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.FNTP.2\",\"Africa Dataset: Percentage of newly recruited teachers in lower secondary education who are female (%)\",\"Share of newly recruited public lower secondary school teachers who are female. Newly recruited teachers are teachers entering the teaching profession for the first time in public schools. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.FNTP.3\",\"Africa Dataset: Percentage of newly recruited teachers in upper secondary education who are female (%)\",\"Share of newly recruited public upper secondary school teachers who are female. Newly recruited teachers are teachers entering the teaching profession for the first time in public schools. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.1.F\",\"Africa Dataset: Graduates from accredited pre-service primary teacher training programmes, female (number)\",\"Total number of female graduates receiving a government recognised primary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.1.T\",\"Africa Dataset: Graduates from accredited pre-service primary teacher training programmes, both sexes (number)\",\"Total number of graduates receiving a government recognised primary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.1T3.F\",\"Africa Dataset: Graduates from accredited pre-service primary or secondary teacher training programmes, female (number)\",\"Total number of female graduates receiving a government recognised primary or secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.1T3.T\",\"Africa Dataset: Graduates from accredited pre-service primary or secondary teacher training programmes, both sexes (number)\",\"Total number of graduates receiving a government recognised primary or secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.2.F\",\"Africa Dataset: Graduates from accredited pre-service lower secondary teacher training programmes, female (number)\",\"Total number of female graduates receiving a government recognised lower secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.2.T\",\"Africa Dataset: Graduates from accredited pre-service lower secondary teacher training programmes, both sexes (number)\",\"Total number of graduates receiving a government recognised lower secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.3.F\",\"Africa Dataset: Graduates from accredited pre-service upper secondary teacher training programmes, female (number)\",\"Total number of female graduates receiving a government recognised upper secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.3.T\",\"Africa Dataset: Graduates from accredited pre-service upper secondary teacher training programmes, both sexes (number)\",\"Total number of graduates receiving a government recognised upper secondary education teaching qualification during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.UK.F\",\"Africa Dataset: Graduates from accredited pre-service teacher training programmes, level unspecified, female (number)\",\"Total number of female graduates receiving a government recognised teaching qualification (unspecified level) during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTC.UK.T\",\"Africa Dataset: Graduates from accredited pre-service teacher training programmes, level unspecified, both sexes (number)\",\"Total number of graduates receiving a government recognised teaching qualification (unspecified level) during the reference year through a pre-service teacher training programme. Pre-service teacher training programmes are recognised and organised, private and public educational programmes designed to train future teachers to formally enter the profession at a specified level of education. Pre-service training does not cover teachers who do not meet officially recognised training standards and are enrolled in a teacher training course to earn accreditation concurrent to their work as a teacher. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.1.F\",\"Africa Dataset: Ratio of teacher training graduates to teachers in primary education, female\",\"Number of newly graduated females from public and private teacher training programmes for primary education, expressed as a percentage of female teachers in service in public and private primary education (including new female graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.1.M\",\"Africa Dataset: Ratio of teacher training graduates to teachers in primary education, male\",\"Number of newly graduated males from public and private teacher training programmes for primary education, expressed as a percentage of male teachers in service in public and private primary education (including new male graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.1.T\",\"Africa Dataset: Ratio of teacher training graduates to teachers in primary education, both sexes\",\"Number of new graduates from public and private teacher training programmes for primary education, expressed as a percentage of teachers in service in public and private primary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.2.F\",\"Africa Dataset: Ratio of teacher training graduates to teachers in lower secondary education, female\",\"Number of newly graduated females from public and private teacher training programmes for lower secondary education, expressed as a percentage of female teachers in service in public and private lower secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.2.M\",\"Africa Dataset: Ratio of teacher training graduates to teachers in lower secondary education, male\",\"Number of newly graduated males from public and private teacher training programmes for lower secondary education, expressed as a percentage of male teachers in service in public and private lower secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.2.T\",\"Africa Dataset: Ratio of teacher training graduates to teachers in lower secondary education, both sexes\",\"Number of new graduates from public and private teacher training programmes for lower secondary education, expressed as a percentage of teachers in service in public and private lower secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.3.F\",\"Africa Dataset: Ratio of teacher training graduates to teachers in upper secondary education, female\",\"Number of newly graduated females from public and private teacher training programmes for upper secondary education, expressed as a percentage of female teachers in service in public and private upper secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.3.M\",\"Africa Dataset: Ratio of teacher training graduates to teachers in upper secondary education, male\",\"Number of newly graduated males from public and private teacher training programmes for upper secondary education, expressed as a percentage of male teachers in service in public and private upper secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.GTCTR.3.T\",\"Africa Dataset: Ratio of teacher training graduates to teachers in upper secondary education, both sexes\",\"Number of new graduates from public and private teacher training programmes for upper secondary education, expressed as a percentage of teachers in service in public and private upper secondary education (including new graduates from teachers training programmes). This indicator compares the number of graduates in the current year to the total workforce – not the percentage of graduates in the total workforce (irrespective of their graduation year). It provides information on the capacity of systems to train new teachers. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.1.PU.F\",\"Africa Dataset: Percentage of female teachers in primary education who are newly recruited, female (%)\",\"Number of newly recruited female teachers in public primary education, expressed as a percentage of female teachers in service in public primary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.1.PU.M\",\"Africa Dataset: Percentage of male teachers in primary education who are newly recruited, male (%)\",\"Number of newly recruited male teachers in public primary education, expressed as a percentage of male teachers in service in public primary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.1.PU.T\",\"Africa Dataset: Percentage of teachers in primary education who are newly recruited, both sexes (%)\",\"Number of newly recruited teachers in public primary education, expressed as a percentage of teachers in service in public primary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.2.PU.F\",\"Africa Dataset: Percentage of female teachers in lower secondary education who are newly recruited, female (%)\",\"Number of newly recruited female teachers in public lower secondary education expressed as a percentage of female teachers in service in public lower secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.2.PU.M\",\"Africa Dataset: Percentage of male teachers in lower secondary education who are newly recruited, male (%)\",\"Number of newly recruited male teachers in public lower secondary education expressed as a percentage of male teachers in service in public lower secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.2.PU.T\",\"Africa Dataset: Percentage of teachers in lower secondary education who are newly recruited, both sexes (%)\",\"Number of newly recruited teachers in public lower secondary education expressed as a percentage of teachers in service in public lower secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.3.PU.F\",\"Africa Dataset: Percentage of female teachers in upper secondary education who are newly recruited, female (%)\",\"Number of newly recruited female teachers in public upper secondary education, expressed as a percentage of female teachers in service in public upper secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.3.PU.M\",\"Africa Dataset: Percentage of male teachers in upper secondary education who are newly recruited, male (%)\",\"Number of newly recruited male teachers in public upper secondary education, expressed as a percentage of male teachers in service in public upper secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.NTP.3.PU.T\",\"Africa Dataset: Percentage of teachers in upper secondary education who are newly recruited, both sexes (%)\",\"Number of newly recruited teachers in public upper secondary education, expressed as a percentage of teachers in service in public upper secondary education. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G1.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 1 of primary education (number)\",\"Average number of Grade 1 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G1.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 1 of primary education (number)\",\"Average number of Grade 1 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G2.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 2 of primary education (number)\",\"Average number of Grade 2 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G2.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 2 of primary education (number)\",\"Average number of Grade 2 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G3.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 3 of primary education (number)\",\"Average number of Grade 3 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G3.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 3 of primary education (number)\",\"Average number of Grade 3 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G4.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 4 of primary education (number)\",\"Average number of Grade 4 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G4.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 4 of primary education (number)\",\"Average number of Grade 4 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G5.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 5 of primary education (number)\",\"Average number of Grade 5 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G5.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 5 of primary education (number)\",\"Average number of Grade 5 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G6.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 6 of primary education (number)\",\"Average number of Grade 6 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G6.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 6 of primary education (number)\",\"Average number of Grade 6 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G7.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in Grade 7 of primary education (number)\",\"Average number of Grade 7 pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.G7.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in Grade 7 of primary education (number)\",\"Average number of Grade 7 pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.PU.MATH\",\"Africa Dataset: Average number of pupils per mathematics textbook in primary education (number)\",\"Average number of pupils per mathematics textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.PBR.1.PU.READ\",\"Africa Dataset: Average number of pupils per reading textbook in primary education (number)\",\"Average number of pupils per reading textbook in public primary schools. The data reported includes textbooks in all languages of instruction which are owned by schools and have been distributed to pupils on loan or kept in schools for use in the classroom. The data reported excludes books in school libraries as well as novels and books for use by teachers (such as curriculum guides, syllabi and teacher guides). Data Limitations: While national-level data may suggest all pupils have access to books in these countries, this may hide sub-national disparities. For example, pupils in some schools may have more than one textbook, while shortages may persist in others. The data also does not provide information about the quality of the textbooks available that may sometimes be old or used. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.MIXTOIL\",\"Africa Dataset: Percentage of primary schools with mixed-sex toilets (%)\",\"Share of public primary schools without separate girls and boys toilets. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WELEC\",\"Africa Dataset: Percentage of primary schools with access to electricity (%)\",\"Share of public primary schools with access to permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WNIELEC\",\"Africa Dataset: Percentage of primary schools with no information on electricity (%)\",\"Share of public primary schools where information was not available on permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WNIPOWAT\",\"Africa Dataset: Percentage of primary schools with no information on potable water (%)\",\"Share of public primary schools where information was not available on potable water. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WNITOIL\",\"Africa Dataset: Percentage of primary schools with no information on toilets (%)\",\"Share of public primary schools where information was not available on toilets. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WOELEC\",\"Africa Dataset: Percentage of primary schools without access to electricity (%)\",\"Share of public primary schools with no access to permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WOPOWAT\",\"Africa Dataset: Percentage of primary schools without access to potable water (%)\",\"Share of public primary schools without a drinking water facility or water delivery point that is designed to protect water from external contamination, particularly of fecal origin. Examples of potable drinking water facilities include pipe-borne water, protected wells, boreholes, protected spring water and rainwater. Access to potable water is important for ensuring hygienic practices within schools and reducing the spread of certain diseases which may affect pupils’ well-being or educational performance. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WOTOIL\",\"Africa Dataset: Percentage of primary schools without toilets (%)\",\"Share of public primary schools without a pit latrine, flush toilet, pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WPOWAT\",\"Africa Dataset: Percentage of primary schools with access to potable water (%)\",\"Share of public primary schools with a drinking water facility or water delivery point that is designed to protect water from external contamination, particularly of fecal origin. Examples of potable drinking water facilities include pipe-borne water, protected wells, boreholes, protected spring water and rainwater. Access to potable water is important for ensuring hygienic practices within schools and reducing the spread of certain diseases which may affect pupils’ well-being or educational performance. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WSTOIL\",\"Africa Dataset: Percentage of primary schools with single-sex toilets (%)\",\"Share of public primary schools with separate girls and boys toilets or single-sex educational institutions with toilets. Schools are counted as having toilets if they have a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.1.PU.WTOIL\",\"Africa Dataset: Percentage of primary schools with toilets (%)\",\"Share of public primary schools with a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.MIXTOIL\",\"Africa Dataset: Percentage of lower secondary schools with mixed-sex toilets (%)\",\"Share of public lower secondary schools without separate girls and boys toilets. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WELEC\",\"Africa Dataset: Percentage of lower secondary schools with access to electricity (%)\",\"Share of public lower secondary schools with access to permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WNIELEC\",\"Africa Dataset: Percentage of lower secondary schools with no information on electricity (%)\",\"Share of public lower secondary schools where information was not available on permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WNIPOWAT\",\"Africa Dataset: Percentage of lower secondary schools with no information on potable water (%)\",\"Share of public lower secondary schools where information was not available on potable water. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WNITOIL\",\"Africa Dataset: Percentage of lower secondary schools with no information on toilets (%)\",\"Share of public lower secondary schools where information was not available on toilets. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WOELEC\",\"Africa Dataset: Percentage of lower secondary schools without access to electricity (%)\",\"Share of public lower secondary schools with no access to permanent sources of electrical power (i.e. grid/mains connection, wind, water, solar, permanently fuel-powered generator, etc.). Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WOPOWAT\",\"Africa Dataset: Percentage of lower secondary schools without access to potable water (%)\",\"Share of public lower secondary schools without a drinking water facility or water delivery point that is designed to protect water from external contamination, particularly of fecal origin. Examples of potable drinking water facilities include pipe-borne water, protected wells, boreholes, protected spring water and rainwater. Access to potable water is important for ensuring hygienic practices within schools and reducing the spread of certain diseases which may affect pupils’ well-being or educational performance. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WOTOIL\",\"Africa Dataset: Percentage of lower secondary schools without toilets (%)\",\"Share of public lower secondary schools without a pit latrine, flush toilet, pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WPOWAT\",\"Africa Dataset: Percentage of lower secondary schools with access to potable water (%)\",\"Share of public lower secondary schools with a drinking water facility or water delivery point that is designed to protect water from external contamination, particularly of fecal origin. Examples of potable drinking water facilities include pipe-borne water, protected wells, boreholes, protected spring water and rainwater. Access to potable water is important for ensuring hygienic practices within schools and reducing the spread of certain diseases which may affect pupils’ well-being or educational performance. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WSTOIL\",\"Africa Dataset: Percentage of lower secondary schools with single-sex toilets (%)\",\"Share of public lower secondary schools with separate girls and boys toilets or single-sex educational institutions with toilets. Schools are counted as having toilets if they have a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHBSP.2.PU.WTOIL\",\"Africa Dataset: Percentage of lower secondary schools with toilets (%)\",\"Share of public lower secondary schools with a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHCENRESPR.1.PU\",\"Africa Dataset: School census return rate from primary schools\",\"Share of all primary school questionnaires that were returned with at least some usable data and captured in the EMIS system. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.SCHCENRESPR.23.PU\",\"Africa Dataset: School census return rate from secondary schools\",\"Share of all lower secondary school questionnaires that were returned with at least some usable data and captured in the EMIS system. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.1.PU.F\",\"Africa Dataset: Teacher attrition rate from public primary education, female (%)\",\"Number of female teachers who left the public primary education system in year t+1, expressed as a percentage of female teachers in service in public primary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.1.PU.M\",\"Africa Dataset: Teacher attrition rate from public primary education, male (%)\",\"Number of male teachers who left the public primary education system in year t+1, expressed as a percentage of male teachers in service in public primary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.1.PU.T\",\"Africa Dataset: Teacher attrition rate from public primary education, both sexes (%)\",\"Number of teachers who left the public primary education system in year t+1, expressed as a percentage of teachers in service in public primary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.2.Pu.F\",\"Africa Dataset: Teacher attrition rate from public lower secondary education, female (%)\",\"Number of female teachers who left the public lower secondary education system in year t+1, expressed as a percentage of female teachers in service in public lower secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.2.Pu.M\",\"Africa Dataset: Teacher attrition rate from public lower secondary education, male (%)\",\"Number of male teachers who left the public lower secondary education system in year t+1, expressed as a percentage of male teachers in service in public lower secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.2.PU.T\",\"Africa Dataset: Teacher attrition rate from public lower secondary education, both sexes (%)\",\"Number of teachers who left the public lower secondary education system in year t+1, expressed as a percentage of teachers in service in public lower secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.3.Pu.F\",\"Africa Dataset: Teacher attrition rate from public upper secondary education, female (%)\",\"Number of female teachers who left the public upper secondary education system in year t+1, expressed as a percentage of female teachers in service in public upper secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.3.Pu.M\",\"Africa Dataset: Teacher attrition rate from public upper secondary education, male (%)\",\"Number of male teachers who left the public upper secondary education system in year t+1, expressed as a percentage of male teachers in service in public upper secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TATTRR.3.Pu.T\",\"Africa Dataset: Teacher attrition rate from public upper secondary education, both sexes (%)\",\"Number of teachers who left the public upper secondary education system in year t+1, expressed as a percentage of teachers in service in public upper secondary education system in year t. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.1.PU.F\",\"Africa Dataset: Percentage of female newly recruited teachers in primary education who are trained, female (%)\",\"Share of newly recruited female public primary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.1.PU.M\",\"Africa Dataset: Percentage of male newly recruited teachers in primary education who are trained, male (%)\",\"Share of newly recruited male public primary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.1.PU.T\",\"Africa Dataset: Percentage of newly recruited teachers in primary education who are trained, both sexes (%)\",\"Share of newly recruited public primary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.2.PU.F\",\"Africa Dataset: Percentage of female newly recruited teachers in lower secondary education who are trained, female (%)\",\"Share of newly recruited female public lower secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.2.PU.M\",\"Africa Dataset: Percentage of male newly recruited teachers in lower secondary education who are trained, male (%)\",\"Share of newly recruited male public lower secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.2.PU.T\",\"Africa Dataset: Percentage of newly recruited teachers in lower secondary education who are trained, both sexes (%)\",\"Share of newly recruited public lower secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.3.PU.F\",\"Africa Dataset: Percentage of female newly recruited teachers in upper secondary education who are trained, female (%)\",\"Share of newly recruited female public upper secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.3.PU.M\",\"Africa Dataset: Percentage of male newly recruited teachers in upper secondary education who are trained, male (%)\",\"Share of newly recruited male public upper secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AFR.TRNTP.3.PU.T\",\"Africa Dataset: Percentage of newly recruited teachers in upper secondary education who are trained, both sexes (%)\",\"Share of newly recruited public upper secondary school teachers who have been trained. A trained teacher is defined as “a teacher who has received at least the minimum organized teacher-training (pre-service or in-service) required for teaching at the relevant level”. However, since minimum standards of training can vary greatly between countries, these indicators are often not directly comparable. Data available for African countries only. For more information, consult the UNESCO Institute for Statistics' Regional Data Collections page.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.1.Glast.GPI\",\"Primary completion rate, gender parity index (GPI)\",\"Ratio of the female primary completion rate to the male primary completion rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. Primary completion rate is also referred to as \\\"gross intake ratio to the last grade of primary education.\\\"\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.1.GPI\",\"Gross intake ratio to Grade 1 of primary education, gender parity index (GPI)\",\"Ratio of the female gross intake ratio for primary to the male gross intake ratio for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.2.GPV\",\"Gross intake ratio to Grade 1 of lower secondary general education, both sexes (%)\",\"Total number of new entrants in the first grade of lower secondary education, regardless of age, expressed as a percentage of the population at the official lower secondary school entrance age. A high GIR indicates a high degree of access to lower secondary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering lower secondary school for the first time.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.2.GPV.F\",\"Gross intake ratio to Grade 1 of lower secondary general education, female (%)\",\"Total number of new female entrants in the first grade of lower secondary education, regardless of age, expressed as a percentage of the population at the official lower secondary school-entrance age. A high GIR indicates a high degree of access to lower secondary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering lower secondary school for the first time.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.2.GPV.GLAST.GPI\",\"Lower secondary completion rate, gender parity index (GPI)\",\"Ratio of the female lower secondary completion rate to the male lower secondary completion rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females. Lower secondary completion rate is also referred to as \\\"Gross intake ratio to the last grade of lower secondary general education.\\\"\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.2.GPV.GPI\",\"Gross intake ratio to Grade 1 of lower secondary general education, gender parity index (GPI)\",\"Ratio of the female gross intake ratio for lower secondary to the male gross intake ratio for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.AIR.2.GPV.M\",\"Gross intake ratio to Grade 1 of lower secondary general education, male (%)\",\"Total number of new male entrants in the first grade of lower secondary education, regardless of age, expressed as a percentage of the population at the official lower secondary school-entrance age. A high GIR indicates a high degree of access to lower secondary education. As this calculation includes all new entrants in Grade 1 (regardless of age), the ratio can exceed 100% due to over-aged and under-aged children entering lower secondary school for the first time.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.CEAge.1\",\"Official entrance age to compulsory education (years)\",\"Official age when students should enter compulsory education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G1\",\"Drop-out rate from Grade 1 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G1.F\",\"Drop-out rate from Grade 1 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G1.M\",\"Drop-out rate from Grade 1 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G2\",\"Drop-out rate from Grade 2 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G2.F\",\"Drop-out rate from Grade 2 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G2.M\",\"Drop-out rate from Grade 2 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G3\",\"Drop-out rate from Grade 3 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G3.F\",\"Drop-out rate from Grade 3 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G3.M\",\"Drop-out rate from Grade 3 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G4\",\"Drop-out rate from Grade 4 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G4.F\",\"Drop-out rate from Grade 4 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G4.M\",\"Drop-out rate from Grade 4 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G5\",\"Drop-out rate from Grade 5 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G5.F\",\"Drop-out rate from Grade 5 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G5.M\",\"Drop-out rate from Grade 5 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G6\",\"Drop-out rate from Grade 6 of primary education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G6.F\",\"Drop-out rate from Grade 6 of primary education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.1.G6.M\",\"Drop-out rate from Grade 6 of primary education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.F\",\"Cumulative drop-out rate to the last grade of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in lower secondary general education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G1.F\",\"Drop-out rate from Grade 1 of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G1.M\",\"Drop-out rate from Grade 1 of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G1.T\",\"Drop-out rate from Grade 1 of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G2.F\",\"Drop-out rate from Grade 2 of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G2.M\",\"Drop-out rate from Grade 2 of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G2.T\",\"Drop-out rate from Grade 2 of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G3.F\",\"Drop-out rate from Grade 3 of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G3.M\",\"Drop-out rate from Grade 3 of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G3.T\",\"Drop-out rate from Grade 3 of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G4.F\",\"Drop-out rate from Grade 4 of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G4.M\",\"Drop-out rate from Grade 4 of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G4.T\",\"Drop-out rate from Grade 4 of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G5.F\",\"Drop-out rate from Grade 5 of lower secondary general education, female (%)\",\"Proportion of female pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G5.M\",\"Drop-out rate from Grade 5 of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.G5.T\",\"Drop-out rate from Grade 5 of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Dropout rate by grade is calculated by subtracting the sum of promotion rate and repetition rate from 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.M\",\"Cumulative drop-out rate to the last grade of lower secondary general education, male (%)\",\"Proportion of male pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in lower secondary general education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.DR.2.GPV.T\",\"Cumulative drop-out rate to the last grade of lower secondary general education, both sexes (%)\",\"Proportion of pupils from a cohort enrolled in a given grade at a given school year who are no longer enrolled in the following school year. Cumulative dropout rate in lower secondary general education is calculated by subtracting the survival rate from 100 at a given grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.0.PR\",\"Enrolment in pre-primary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private pre-primary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.0.PR.F\",\"Enrolment in pre-primary education, private institutions, female (number)\",\"Total number of females enrolled in private pre-primary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.0.Pu\",\"Enrolment in pre-primary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public pre-primary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.0.Pu.F\",\"Enrolment in pre-primary education, public institutions, female (number)\",\"Total number of females enrolled in public pre-primary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G1\",\"Enrolment in Grade 1 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 1 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G1.F\",\"Enrolment in Grade 1 of primary education, female (number)\",\"Total number of female students enrolled in Grade 1 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G2\",\"Enrolment in Grade 2 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 2 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G2.F\",\"Enrolment in Grade 2 of primary education, female (number)\",\"Total number of female students enrolled in Grade 2 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G3\",\"Enrolment in Grade 3 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 3 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G3.F\",\"Enrolment in Grade 3 of primary education, female (number)\",\"Total number of female students enrolled in Grade 3 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G4\",\"Enrolment in Grade 4 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 4 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G4.F\",\"Enrolment in Grade 4 of primary education, female (number)\",\"Total number of female students enrolled in Grade 4 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G5\",\"Enrolment in Grade 5 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 5 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G5.F\",\"Enrolment in Grade 5 of primary education, female (number)\",\"Total number of female students enrolled in Grade 5 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G6\",\"Enrolment in Grade 6 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 6 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G6.F\",\"Enrolment in Grade 6 of primary education, female (number)\",\"Total number of female students enrolled in Grade 6 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G7\",\"Enrolment in Grade 7 of primary education, both sexes (number)\",\"Total number of students enrolled in Grade 7 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.G7.F\",\"Enrolment in Grade 7 of primary education, female (number)\",\"Total number of female students enrolled in Grade 7 of primary education regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.Guk\",\"Enrolment in primary education, Grade unspecified, both sexes (number)\",\"Total number of students enrolled in unspecified grades of primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.Guk.F\",\"Enrolment in primary education, Grade unspecified, female (number)\",\"Total number of female students enrolled in unspecified grades of primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.PR\",\"Enrolment in primary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private primary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.PR.F\",\"Enrolment in primary education, private institutions, female (number)\",\"Total number of females enrolled in private primary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.Pu\",\"Enrolment in primary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public primary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.1.Pu.F\",\"Enrolment in primary education, public institutions, female (number)\",\"Total number of females enrolled in public primary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2\",\"Enrolment in lower secondary education, both sexes (number)\",\"Total number of students enrolled in public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.F\",\"Enrolment in lower secondary education, female (number)\",\"Total number of female students enrolled in public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV\",\"Enrolment in lower secondary general, both sexes (number)\",\"Total number of students enrolled in general programmes at public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.F\",\"Enrolment in lower secondary general, female (number)\",\"Total number of female students enrolled in general programmes at public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G1.F\",\"Enrolment in Grade 1 of lower secondary general education, female (number)\",\"Total number of female students enrolled in Grade 1 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G1.T\",\"Enrolment in Grade 1 of lower secondary general education, both sexes (number)\",\"Total number of students enrolled in Grade 1 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G2.F\",\"Enrolment in Grade 2 of lower secondary general education, female (number)\",\"Total number of female students enrolled in Grade 2 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G2.T\",\"Enrolment in Grade 2 of lower secondary general education, both sexes (number)\",\"Total number of students enrolled in Grade 2 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G3.F\",\"Enrolment in Grade 3 of lower secondary general education, female (number)\",\"Total number of female students enrolled in Grade 3 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G3.T\",\"Enrolment in Grade 3 of lower secondary general education, both sexes (number)\",\"Total number of students enrolled in Grade 3 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G4.F\",\"Enrolment in Grade 4 of lower secondary general education, female (number)\",\"Total number of female students enrolled in Grade 4 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G4.T\",\"Enrolment in Grade 4 of lower secondary general education, both sexes (number)\",\"Total number of students enrolled in Grade 4 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G5.F\",\"Enrolment in Grade 5 of lower secondary general education, female (number)\",\"Total number of female students enrolled in Grade 5 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.G5.T\",\"Enrolment in Grade 5 of lower secondary general education, both sexes (number)\",\"Total number of students enrolled in Grade 5 of lower secondary general education. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.GUK.F\",\"Enrolment in lower secondary general education, Grade unspecified, female (number)\",\"Total number of female students enrolled in lower secondary general education (grade unspecified). General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.GPV.GUK.T\",\"Enrolment in lower secondary general education, Grade unspecified, both sexes (number)\",\"Total number of students enrolled in lower secondary general education (grade unspecified). General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.PR\",\"Enrolment in lower secondary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private lower secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.PR.F\",\"Enrolment in lower secondary education, private institutions, female (number)\",\"Total number of females enrolled in private lower secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.PU\",\"Enrolment in lower secondary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public lower secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.PU.F\",\"Enrolment in lower secondary education, public institutions, female (number)\",\"Total number of females enrolled in public lower secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.V\",\"Enrolment in lower secondary vocational, both sexes (number)\",\"Total number of students enrolled in vocational programmes at public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.2.V.F\",\"Enrolment in lower secondary vocational, female (number)\",\"Total number of female students enrolled in vocational programmes at public and private lower secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.23.PR\",\"Enrolment in secondary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.23.PR.F\",\"Enrolment in secondary education, private institutions, female (number)\",\"Total number of females enrolled in private secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.23.PU\",\"Enrolment in secondary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.23.PU.F\",\"Enrolment in secondary education, public institutions, female (number)\",\"Total number of females enrolled in public secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3\",\"Enrolment in upper secondary education, both sexes (number)\",\"Total number of students enrolled in public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.F\",\"Enrolment in upper secondary education, female (number)\",\"Total number of female students enrolled in public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.GPV\",\"Enrolment in upper secondary general, both sexes (number)\",\"Total number of students enrolled in general programmes at public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.GPV.F\",\"Enrolment in upper secondary general, female (number)\",\"Total number of female students enrolled in general programmes at public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.PR\",\"Enrolment in upper secondary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private upper secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.PR.F\",\"Enrolment in upper secondary education, private institutions, female (number)\",\"Total number of females enrolled in private upper secondary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.PU\",\"Enrolment in upper secondary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public upper secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.PU.F\",\"Enrolment in upper secondary education, public institutions, female (number)\",\"Total number of females enrolled in public upper secondary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.V\",\"Enrolment in upper secondary vocational, both sexes (number)\",\"Total number of students enrolled in vocational programmes at public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.3.V.F\",\"Enrolment in upper secondary vocational, female (number)\",\"Total number of female students enrolled in vocational programmes at public and private upper secondary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4\",\"Enrolment in post-secondary non-tertiary education, both sexes (number)\",\"Total number of students enrolled in public and private post-secondary non-tertiary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4.F\",\"Enrolment in post-secondary non-tertiary education, female (number)\",\"Total number of female students enrolled in public and private post-secondary non-tertiary education institutions regardless of age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4.PR\",\"Enrolment in post-secondary non-tertiary education, private institutions, both sexes (number)\",\"Total number of individuals enrolled in private post-secondary non-tertiary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4.PR.F\",\"Enrolment in post-secondary non-tertiary education, private institutions, female (number)\",\"Total number of females enrolled in private post-secondary non-tertiary education institutions regardless of age. A private education institution is an institution that is controlled and managed by a non-governmental organization (e.g. a church, a trade union or a business enterprise, foreign or international agency), or its governing board consists mostly of members who have not been selected by a public agency.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4.PU\",\"Enrolment in post-secondary non-tertiary education, public institutions, both sexes (number)\",\"Total number of individuals enrolled in public post-secondary non-tertiary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.4.PU.F\",\"Enrolment in post-secondary non-tertiary education, public institutions, female (number)\",\"Total number of females enrolled in public post-secondary non-tertiary education institutions regardless of age. Public education Institutions are controlled and managed directly by a public education authority or agency of the country where it is located or by a government agency directly or by a governing body (council, committee etc.), most of whose members are either appointed by a public authority of the country where it is located or elected by public franchise.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.5.B\",\"Enrolment in tertiary education, ISCED 5 programmes, both sexes (number)\",\"Total number of students enrolled in public and private short-cycle tertiary education programmes (ISCED 5).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.5.B.F\",\"Enrolment in tertiary education, ISCED 5 programmes, female (number)\",\"Total number of female students enrolled in public and private short-cycle tertiary education programmes (ISCED 5).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.6\",\"Enrolment in tertiary education, ISCED 6 programmes, both sexes (number)\\r\\n\",\"Total number of students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.6.F\",\"Enrolment in tertiary education, ISCED 6 programmes, female (number)\\r\\n\",\"Total number of female students enrolled in public and private tertiary education institutions in programmes on the bachelors or equivalent (ISCED 6) level.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.7\",\"Enrolment in tertiary education, ISCED 7 programmes, both sexes (number)\",\"Total number of students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.7.F\",\"Enrolment in tertiary education, ISCED 7 programmes, female (number)\",\"Total number of female students enrolled in public and private tertiary education institutions in programmes on the masters or equivalent (ISCED 7) level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.8\",\"Enrolment in tertiary education, ISCED 8 programmes, both sexes (number)\",\"Total number of students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.E.8.F\",\"Enrolment in tertiary education, ISCED 8 programmes, female (number)\",\"Total number of female students enrolled in public and private tertiary education institutions in programmes on the doctoral or equivalent (ISCED 8) level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1.AG25T99\",\"UIS: Percentage of population age 25+ with completed primary education. Total\",\"The percentage of population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with completed primary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1.AG25T99.F\",\"UIS: Percentage of population age 25+ with completed primary education. Female\",\"The percentage of female population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed primary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1.AG25T99.M\",\"UIS: Percentage of population age 25+ with completed primary education. Male\",\"The percentage of male population (age 25 and over) with completed primary (ISCED 1) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed primary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1T6.AG25T99\",\"UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Total\",\"The percentage of population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1T6.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Female\",\"The percentage of female population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1T6.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least completed primary education (ISCED 1 or higher) to the male percentage of the population with at least primary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.1T6.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least completed primary education (ISCED 1 or higher). Male\",\"The percentage of male population (age 25 and over) with at least completed primary education (ISCED 1 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2.AG25T99\",\"UIS: Percentage of population age 25+ with completed lower secondary education. Total\",\"The percentage of population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2.AG25T99.F\",\"UIS: Percentage of population age 25+ with completed lower secondary education. Female\",\"The percentage of female population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2.AG25T99.M\",\"UIS: Percentage of population age 25+ with completed lower secondary education. Male\",\"The percentage of male population (age 25 and over) with completed lower secondary education (ISCED 2) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed lower secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2T6.AG25T99\",\"UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Total\",\"The percentage of population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed lower secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2T6.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Female\",\"The percentage of female population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed lower secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2T6.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher) to the male percentage of the population with at least lower secondary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.2T6.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least completed lower secondary education (ISCED 2 or higher). Male\",\"The percentage of male population (age 25 and over) with at least completed lower secondary education (ISCED 2 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed lower secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3.AG25T99\",\"UIS: Percentage of population age 25+ with completed upper secondary education. Total\",\"The percentage of population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3.AG25T99.F\",\"UIS: Percentage of population age 25+ with completed upper secondary education. Female\",\"The percentage of female population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3.AG25T99.M\",\"UIS: Percentage of population age 25+ with completed upper secondary education. Male\",\"The percentage of male population (age 25 and over) with completed upper secondary education (ISCED 3) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed upper secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3T6.AG25T99\",\"UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Total\",\"The percentage of population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed upper secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3T6.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Female\",\"The percentage of female population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed upper secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3T6.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher) to the male percentage of the population with at least upper secondary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.3T6.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least completed upper secondary education (ISCED 3 or higher). Male\",\"The percentage of male population (age 25 and over) with at least completed upper secondary education (ISCED 3 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed upper secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4.AG25T99\",\"UIS: Percentage of population age 25+ with completed post-secondary education. Total\",\"The percentage of population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4.AG25T99.F\",\"UIS: Percentage of population age 25+ with completed post-secondary education. Female\",\"The percentage of female population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4.AG25T99.M\",\"UIS: Percentage of population age 25+ with completed post-secondary education. Male\",\"The percentage of male population (age 25 and over) with completed post-secondary education (ISCED 4) as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed post-secondary education as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4T6.AG25T99\",\"UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Total\",\"The percentage of population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of persons aged 25 years and above with completed post-secondary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4T6.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Female\",\"The percentage of female population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of females aged 25 years and above who completed post-secondary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4T6.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher) to the male percentage of the population with at least post-secondary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.4T6.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least completed post-secondary education (ISCED 4 or higher). Male\",\"The percentage of male population (age 25 and over) with at least completed post-secondary education (ISCED 4 or higher). This indicator is calculated by dividing the number of males aged 25 years and above who completed post-secondary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5.AG25T99\",\"UIS: Percentage of population age 25+ with a completed short-cycle tertiary degree (ISCED 5). Total\",\"The percentage of population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5.AG25T99.F\",\"UIS: Percentage of population age 25+ with a completed short-cycle tertiary degree (ISCED 5). Female\",\"The percentage of female population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5.AG25T99.M\",\"UIS: Percentage of population age 25+ with a completed short-cycle tertiary degree (ISCED 5). Male\",\"The percentage of male population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a short-cycle tertiary degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5T8.AG25T99\",\"UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Total\",\"The percentage of population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed short-cycle tertiary degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5T8.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Female\",\"The percentage of female population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a short-cycle tertiary degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5T8.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least completed short-cycle tertiary degree (ISCED 5 or higher) to the male percentage of the population with at least short-cycle tertiary degree. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.5T8.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least a completed short-cycle tertiary degree (ISCED 5 or higher). Male\",\"The percentage of male population (age 25 and over) with a completed short-cycle tertiary degree (ISCED 5) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a short-cycle tertiary degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6.AG25T99\",\"UIS: Percentage of population age 25+ with a completed bachelor's or equivalent degree (ISCED 6). Total\",\"The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6.AG25T99.F\",\"UIS: Percentage of population age 25+ with a completed bachelor's or equivalent degree (ISCED 6). Female\",\"The percentage of female population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6.AG25T99.M\",\"UIS: Percentage of population age 25+ with a completed bachelor's or equivalent degree (ISCED 6). Male\",\"The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6T8.AG25T99\",\"UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Total\",\"The percentage of population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed bachelor's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6T8.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Female\",\"The percentage of female population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a bachelor's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6T8.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least a completed bachelor's or equivalent degree (ISCED 6 or higher) to the male percentage of the population with at least a completed bachelor's or equivalent degree. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.6T8.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least a completed bachelor's or equivalent degree (ISCED 6 or higher). Male\",\"The percentage of male population (age 25 and over) with a completed bachelor's or equivalent degree (ISCED 6) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a bachelor's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7.AG25T99\",\"UIS: Percentage of population age 25+ with a completed master's or equivalent degree (ISCED 7). Total\",\"The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7.AG25T99.F\",\"UIS: Percentage of population age 25+ with a completed master's or equivalent degree (ISCED 7). Female\",\"The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7.AG25T99.M\",\"UIS: Percentage of population age 25+ with a completed master's or equivalent degree (ISCED 7). Male\",\"The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) degree as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree as the highest level of educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7T8.AG25T99\",\"UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Total\",\"The percentage of population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of persons aged 25 years and above with a completed master's or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7T8.AG25T99.F\",\"UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Female\",\"The percentage of female population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of females aged 25 years and above who completed a master's or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7T8.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with at least a completed master's or equivalent degree (ISCED 7 or higher) to the male percentage of the population with at least a completed master's or equivalent degree. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.7T8.AG25T99.M\",\"UIS: Percentage of population age 25+ with at least a completed master's degree or equivalent (ISCED 7 or higher). Male\",\"The percentage of male population (age 25 and over) with a completed master's or equivalent degree (ISCED 7) or higher. This indicator is calculated by dividing the number of males aged 25 years and above who completed a master's or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.8.AG25T99\",\"UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Total\",\"The percentage of population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of persons aged 25 years and above with a completed doctoral or equivalent degree by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.8.AG25T99.F\",\"UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Female\",\"The percentage of female population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of females aged 25 years and above who completed a doctoral or equivalent degree by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.8.AG25T99.GPI\",\"UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Gender Parity Index\",\"The ratio of the female percentage of the population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8) to the male percentage of the population with a doctoral or equivalent degree. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.8.AG25T99.M\",\"UIS: Percentage of population age 25+ with a doctoral degree or equivalent (ISCED 8). Male\",\"The percentage of male population (age 25 and over) with a completed doctoral or equivalent degree (ISCED 8). This indicator is calculated by dividing the number of males aged 25 years and above who completed a doctoral or equivalent degree by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.MEAN.1T6.AG25T99\",\"UIS: Mean years of schooling of the population age 25+. Total\",\"Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.MEAN.1T6.AG25T99.F\",\"UIS: Mean years of schooling of the population age 25+. Female\",\"Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s female adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.MEAN.1T6.AG25T99.M\",\"UIS: Mean years of schooling of the population age 25+. Male\",\"Mean years of schooling (MYS) provides the average number of years of education (primary/ISCED 1 or higher) completed by a country’s male adult population (25 years and older), excluding years spent repeating grades. For further information and specific calculation methods, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.NS.AG25T99\",\"UIS: Percentage of population age 25+ with no schooling. Total\",\"The percentage of the population (age 25 and over) with no education. This indicator is calculated by dividing the number of persons aged 25 years and above with no education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.NS.AG25T99.F\",\"UIS: Percentage of population age 25+ with no schooling. Female\",\"The percentage of the female population (age 25 and over) with no education. This indicator is calculated by dividing the number of females aged 25 years and above with no education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.NS.AG25T99.M\",\"UIS: Percentage of population age 25+ with no schooling. Male\",\"The percentage of the male population (age 25 and over) with no education. This indicator is calculated by dividing the number of males aged 25 years and above with no education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.S1.AG25T99\",\"UIS: Percentage of population age 25+ with some primary education. Total\",\"The percentage of population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with incomplete primary education by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.S1.AG25T99.F\",\"UIS: Percentage of population age 25+ with some primary education. Female\",\"The percentage of female population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with incomplete primary education by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.S1.AG25T99.M\",\"UIS: Percentage of population age 25+ with some primary education. Male\",\"The percentage of male population (age 25 and over) with incomplete primary as the highest level of educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with incomplete primary education by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.UK.AG25T99\",\"UIS: Percentage of population age 25+ with unknown educational attainment. Total\",\"The percentage of the population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of persons aged 25 years and above with unknown educational attainment by the total population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.UK.AG25T99.F\",\"UIS: Percentage of population age 25+ with unknown educational attainment. Female\",\"The percentage of the female population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of females aged 25 years and above with unknown educational attainment by the total female population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.EA.UK.AG25T99.M\",\"UIS: Percentage of population age 25+ with unknown educational attainment. Male\",\"The percentage of the male population (age 25 and over) with unknown educational attainment. This indicator is calculated by dividing the number of males aged 25 years and above with unknown educational attainment by the total male population of the same age group and multiplying the result by 100. The UNESCO Institute for Statistics (UIS) educational attainment dataset shows the educational composition of the population aged 25 years and above and hence the stock and quality of human capital within a country. The dataset also reflects the structure and performance of the education system and its accumulated impact on human capital formation. For more information, visit the UNESCO Institute for Statistics website: http://www.uis.unesco.org/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ECDP.1\",\"Percentage of new entrants to Grade 1 of primary education with early childhood educational experience, both sexes (%)\\r\\n\",\"Total number of new entrants to Grade 1 of primary education who have attended some form of organised early childhood care and education (ECCE) programmes, expressed as a percentage of the total number of new entrants to primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ECDP.1.F\",\"Percentage of new entrants to Grade 1 of primary education with early childhood educational experience, female (%)\\r\\n\",\"Number of new female entrants to primary grade 1 who have attended some form of organized early childhood care and education (ECCE) program, expressed as a percentage of total number of new female entrants to primary grade 1.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ECDP.1.GPI\",\"Percentage of new entrants to Grade 1 of primary education with early childhood educational experience, gender parity index (GPI)\\r\\n\",\"Ratio of the female percentage of new entrants to primary education with ECCE experience to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ECDP.1.M\",\"Percentage of new entrants to Grade 1 of primary education with early childhood educational experience, male (%)\\r\\n\",\"Number of new male entrants to primary grade 1 who have attended some form of organized early childhood care and education (ECCE) program, expressed as a percentage of total number of new male entrants to primary grade 1.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ESL.1.F\",\"Early school leavers from primary education, female (number)\",\"Total number of female students from a cohort enrolled in a given school year who are no longer enrolled in the following school year and did not complete the grade or level of education in which they were enrolled.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ESL.1.M\",\"Early school leavers from primary education, male (number)\",\"Total number of male students from a cohort enrolled in a given school year who are no longer enrolled in the following school year and did not complete the grade or level of education in which they were enrolled.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ESL.1.T\",\"Early school leavers from primary education, both sexes (number)\",\"Total number of students from a cohort enrolled in a given school year who are no longer enrolled in the following school year and did not complete the grade or level of education in which they were enrolled.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.2\",\"Percentage of students in lower secondary education who are female (%)\",\"Number of female students at the lower secondary level expressed as a percentage of the total number of students (male and female) at the lower secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.2.GPV\",\"Percentage of students in lower secondary general education who are female (%)\",\"Number of female general education students at the lower secondary level expressed as a percentage of the total number of general education students (male and female) at the lower secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.2.V\",\"Percentage of students in lower secondary vocational education who are female (%)\",\"Number of female vocational education students at the lower secondary level expressed as a percentage of the total number of vocational education students (male and female) at the lower secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.3\",\"Percentage of students in upper secondary education who are female (%)\",\"Number of female students at the upper secondary level expressed as a percentage of the total number of students (male and female) at the upper secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.3.GPV\",\"Percentage of students in upper secondary general education who are female (%)\",\"Number of female general education students at the upper secondary level expressed as a percentage of the total number of general education students (male and female) at the upper secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.3.V\",\"Percentage of students in upper secondary vocational education who are female (%)\",\"Number of female vocational education students at the upper secondary level expressed as a percentage of the total number of vocational education students (male and female) at the upper secondary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.4\",\"Percentage of students in post-secondary non-tertiary education who are female (%)\",\"Number of female students at the post-secondary non-tertiary level expressed as a percentage of the total number of students (male and female) at the post-secondary non-tertiary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.4.GPV\",\"Percentage of students in post-secondary non-tertiary general education who are female (%)\",\"Number of female general education students at the post-secondary non-tertiary level expressed as a percentage of the total number of general education students (male and female) at the post-secondary non-tertiary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.4.V\",\"Percentage of students in post-secondary non-tertiary vocational education who are female (%)\",\"Number of female vocational education students at the post-secondary non-tertiary level expressed as a percentage of the total number of vocational education students (male and female) at the post-secondary non-tertiary level in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.5.B\",\"Percentage of students in tertiary ISCED 5 programmes who are female (%)\",\"Number of female students enrolled in short-cycle tertiary programmes (ISCED 5) expressed as a percentage of the total number of students (male and female) enrolled in short-cycle tertiary programmes (ISCED 5) in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F140\",\"Percentage of students enrolled in Education programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F200\",\"Percentage of students enrolled in Humanities and Arts programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F300\",\"Percentage of students enrolled in Social Sciences, Business and Law programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F400\",\"Percentage of students enrolled in Science programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F500\",\"Percentage of students enrolled in Engineering, Manufacturing and Construction programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F600\",\"Percentage of students enrolled in Agriculture programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F700\",\"Percentage of students enrolled in Health and Welfare programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.F800\",\"Percentage of students enrolled in Services programmes in tertiary education who are female (%)\",\"Total number of female students in a given tertiary education programme, expressed as a percentage of the total number of students enrolled in the given tertiary education programme.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.FOREIGN\",\"Percentage of all inbound internationally mobile students in tertiary education in the host country who are female, (%)\",\"Female share of students who have crossed a national or territorial border for the purposes of education and are now enrolled outside their country of origin.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.56.FUK\",\"Percentage of students enrolled in programmes in unspecified fields in tertiary education who are female (%)\",\"Total number of female students in unspecified tertiary education programmes, expressed as a percentage of the total number of students enrolled in unspecified tertiary education programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.6\",\"Percentage of students in tertiary ISCED 6 programmes who are female (%)\\r\\n\",\"Number of female students at the bachelors or equivalent level of tertiary education (ISCED 6) expressed as a percentage of the total number of students (male and female) at that level in a given school year. \\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.7\",\"Percentage of students in tertiary ISCED 7 programmes who are female (%)\",\"Number of female students at the masters or equivalent level of tertiary education (ISCED 7) expressed as a percentage of the total number of students (male and female) at that level in a given school year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FEP.8\",\"Percentage of students in tertiary ISCED 8 programmes who are female (%)\",\"Number of female students at the doctoral or equivalent level of tertiary education (ISCED 8) expressed as a percentage of the total number of students (male and female) at that level in a given school year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FGP.5.B\",\"Percentage of graduates from tertiary ISCED 5 programmes who are female (%)\",\"Number of female students completing short-cycle tertiary education programmes (ISCED 5) expressed as a percentage of the total number of students (male and female) completing short-cycle tertiary programmes in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FGP.56.F400500\",\"Percentage of graduates from Science and Technology programmes in tertiary education who are female (%)\",\"Number of female graduates in science and technology programmes expressed as a percentage of the total number of tertiary graduates in science and technology programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FGP.6\",\"Percentage of graduates from tertiary ISCED 6 programmes who are female (%)\\r\\n\",\"Number of female students completing bachelors or equivalent tertiary degree programmes (ISCED 6) expressed as a percentage of the total number of students (male and female) completing those programmes in a given school year.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FGP.7\",\"Percentage of graduates from tertiary ISCED 7 programmes who are female (%)\",\"Number of female students completing masters or equivalent tertiary degree programmes (ISCED 7) expressed as a percentage of the total number of students (male and female) completing those programmes in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FGP.8\",\"Percentage of graduates from tertiary ISCED 8 programmes who are female (%)\",\"Number of female students completing doctoral or equivalent tertiary degree programmes (ISCED 8) expressed as a percentage of the total number of students (male and female) completing those programmes in a given school year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FNP.1\",\"New entrants to Grade 1 of primary education, percentage female (%)\",\"Number of female pupils entering grade 1 of primary education for the first time during the course of the reference school or academic year as a share of the total (male and female) number of new entrants to grade 1 of primary education in that year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOFSTP.1\",\"Out-of-school children of primary school age, percentage female (%)\",\"Number of female primary-school-age children who are not enrolled in either primary or secondary schools as a percentage of the total (male and female) number of primary-school-age children who are not enrolled in either primary or secondary schools.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOFSTP.2\",\"Out-of-school adolescents of lower secondary school age, percentage female (%)\",\"Total number of female lower secondary school age adolescents who are not enrolled in lower secondary education as a percentage of the total number of lower secondary school age adolescents (male and female) who are not enrolled in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F140\",\"Percentage of students in tertiary education enrolled in Education programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in education programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F140.F\",\"Percentage of female students in tertiary education enrolled in Education programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in education programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F140.M\",\"Percentage of male students in tertiary education enrolled in Education programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in education programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F200\",\"Percentage of students in tertiary education enrolled in Humanities and Arts programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in humanities and arts programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F200.F\",\"Percentage of female students in tertiary education enrolled in Humanities and Arts programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in humanities and arts programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F200.M\",\"Percentage of male students in tertiary education enrolled in Humanities and Arts programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in humanities and arts programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F300\",\"Percentage of students in tertiary education enrolled in Social Sciences, Business and Law programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in social sciences, business and law programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F300.F\",\"Percentage of female students in tertiary education enrolled in Social Sciences, Business and Law programmes, female (%)\\r\\n\",\"Percentage of all female tertiary students who are enrolled in social sciences, business and law programmes.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F300.M\",\"Percentage of male students in tertiary education enrolled in Social Sciences, Business and Law programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in social sciences, business and law programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F400\",\"Percentage of students in tertiary education enrolled in Science programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in science programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F400.F\",\"Percentage of female students in tertiary education enrolled in Science programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in science programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F400.M\",\"Percentage of male students in tertiary education enrolled in Science programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in science programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F500\",\"Percentage of students in tertiary education enrolled in Engineering, Manufacturing and Construction programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in engineering, manufacturing and construction programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F500.F\",\"Percentage of female students in tertiary education enrolled in Engineering, Manufacturing and Construction programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in engineering, manufacturing and construction programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F500.M\",\"Percentage of male students in tertiary education enrolled in Engineering, Manufacturing and Construction programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in engineering, manufacturing and construction programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F600\",\"Percentage of students in tertiary education enrolled in Agriculture programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in agriculture programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F600.F\",\"Percentage of female students in tertiary education enrolled in Agriculture programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in agriculture programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F600.M\",\"Percentage of male students in tertiary education enrolled in Agriculture programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in agriculture programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F700\",\"Percentage of students in tertiary education enrolled in Health and Welfare programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in health and welfare programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F700.F\",\"Percentage of female students in tertiary education enrolled in Health and Welfare programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in health and welfare programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F700.M\",\"Percentage of male students in tertiary education enrolled in Health and Welfare programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in health and welfare programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F800\",\"Percentage of students in tertiary education enrolled in Services programmes, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in services programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F800.F\",\"Percentage of female students in tertiary education enrolled in Services programmes, female (%)\",\"Percentage of all female tertiary students who are enrolled in services programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.F800.M\",\"Percentage of male students in tertiary education enrolled in Services programmes, male (%)\",\"Percentage of all male tertiary students who are enrolled in services programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.FUK\",\"Percentage of students in tertiary education enrolled in programmes in unspecified fields, both sexes (%)\",\"Percentage of all tertiary students who are enrolled in programmes in unspecified fields.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.FUK.F\",\"Percentage of female students in tertiary education enrolled in programmes in unspecified fields, female (%)\",\"Percentage of all female tertiary students who are enrolled in programmes in unspecified fields.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSEP.56.FUK.M\",\"Percentage of male students in tertiary education enrolled in programmes in unspecified fields, male (%)\",\"Percentage of all male tertiary students who are enrolled in programmes in unspecified fields.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F140.M\",\"Percentage of male graduates from tertiary education graduating from Education programmes, male (%)\",\"Share of all male tertiary graduates who completed education programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F200.M\",\"Percentage of male graduates from tertiary education graduating from Humanities and Arts programmes, male (%)\",\"Share of all male tertiary graduates who completed humanities and arts programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F300.M\",\"Percentage of male graduates from tertiary education graduating from Social Sciences, Business and Law programmes, male (%)\",\"Share of all male tertiary graduates who completed social sciences, business and law programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F400.M\",\"Percentage of male graduates from tertiary education graduating from Science programmes, male (%)\",\"Share of all male tertiary graduates who completed science programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F500.M\",\"Percentage of male graduates from tertiary education graduating from Engineering, Manufacturing and Construction programmes, male (%)\",\"Share of all male tertiary graduates who completed engineering, manufacturing and construction programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F600.M\",\"Percentage of male graduates from tertiary education graduating from Agriculture programmes, male (%)\",\"Share of all male tertiary graduates who completed agriculture programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F700.M\",\"Percentage of male graduates from tertiary education graduating from Health and Welfare programmes, male (%)\",\"Share of all male tertiary graduates who completed health and welfare programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.F800.M\",\"Percentage of male graduates from tertiary education graduating from Services programmes, male (%)\",\"Share of all male tertiary graduates who completed services programmes in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FOSGP.56.FUK.M\",\"Percentage of male graduates from tertiary education graduating from programmes in unspecified fields, male (%)\",\"Share of all male tertiary graduates who completed programmes in unspecified fields in the reference year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FTP.2\",\"Percentage of teachers in lower secondary education who are female (%)\",\"Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FTP.3\",\"Percentage of teachers in upper secondary education who are female (%)\",\"Number of female teachers at the upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.FTP.4\",\"Percentage of teachers in post-secondary non-tertiary education who are female (%)\",\"Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.5.B.F\",\"Graduates from ISCED 5 programmes in tertiary education, female (number)\\r\\n\",\"Total number of female students successfully completing short-cycle tertiary education programmes (ISCED 5) in public and private tertiary education institutions during the reference academic year.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.5.B.T\",\"Graduates from ISCED 5 programmes in tertiary education, both sexes (number)\\r\\n\",\"Total number of students successfully completing short-cycle tertiary education programmes (ISCED 5) in public and private tertiary education institutions during the reference academic year.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.6.F\",\"Graduates from ISCED 6 programmes in tertiary education, female (number)\\r\\n\",\"Total number of female students successfully completing programmes on the bachelors or equivalent (ISCED 6) level during the reference academic year in public and private tertiary education institutions.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.6.T\",\"Graduates from ISCED 6 programmes in tertiary education, both sexes (number)\\r\\n\",\"Total number of students successfully completing programmes on the bachelors or equivalent (ISCED 6) level during the reference academic year in public and private tertiary education institutions.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.7.F\",\"Graduates from ISCED 7 programmes in tertiary education, female (number)\",\"Total number of female students successfully completing programmes on the masters or equivalent (ISCED 7) level during the reference academic year in public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.7.T\",\"Graduates from ISCED 7 programmes in tertiary education, both sexes (number)\",\"Total number of students successfully completing programmes on the masters or equivalent (ISCED 7) level during the reference academic year in public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.8.F\",\"Graduates from ISCED 8 programmes in tertiary education, female (number)\",\"Total number of female students successfully completing programmes on the doctoral or equivalent (ISCED 8) level during the reference academic year in public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.G.8.T\",\"Graduates from ISCED 8 programmes in tertiary education, both sexes (number)\",\"Total number of students successfully completing programmes on the doctoral or equivalent (ISCED 8) level during the reference academic year in public and private tertiary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.0.GPI\",\"Gross enrolment ratio, pre-primary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for pre-primary to male gross enrolment ratio for pre-primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.12\",\"Gross enrolment ratio, primary and lower secondary, both sexes (%)\",\"Total enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.12.F\",\"Gross enrolment ratio, primary and lower secondary, female (%)\",\"Total female enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the female population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.12.GPI\",\"Gross enrolment ratio, primary and lower secondary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for primary and lower secondary to male gross enrolment ratio for primary and lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.12.M\",\"Gross enrolment ratio, primary and lower secondary, male (%)\",\"Total male enrollment in primary and lower secondary education, regardless of age, expressed as a percentage of the male population of official primary and lower secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.123\",\"Gross enrolment ratio, primary and secondary, both sexes (%)\",\"Total enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.123.F\",\"Gross enrolment ratio, primary and secondary, female (%)\",\"Total female enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total female population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.123.M\",\"Gross enrolment ratio, primary and secondary, male (%)\",\"Total male enrollment in primary and secondary education, regardless of age, expressed as a percentage of the total male population of official primary and secondary education age. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.1t6.F\",\"Gross enrolment ratio, primary to tertiary, female (%)\",\"Total female enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total female population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.1t6.GPI\",\"Gross enrolment ratio, primary to tertiary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for primary to tertiary to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.1t6.M\",\"Gross enrolment ratio, primary to tertiary, male (%)\",\"Total male enrollment in primary, secondary and tertiary education, regardless of age, expressed as a percentage of the total male population of primary school age, secondary school age, and the five-year age group following on from secondary school leaving. GER can exceed 100% due to the inclusion of over-aged and under-aged students because of early or late school entrance and grade repetition.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.2.GPI\",\"Gross enrolment ratio, lower secondary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for lower secondary to the male gross enrolment ratio for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.3.GPI\",\"Gross enrolment ratio, upper secondary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for upper secondary to the male gross enrolment ratio for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.4\",\"Gross enrolment ratio, post-secondary non-tertiary, both sexes (%)\",\"Total enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the total population of official post-secondary non-tertiary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.4.F\",\"Gross enrolment ratio, post-secondary non-tertiary, female (%)\",\"Total female enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the female population of official post-secondary non-tertiary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.4.GPI\",\"Gross enrolment ratio, post-secondary non-tertiary, gender parity index (GPI)\",\"Ratio of female gross enrolment ratio for post-secondary non-tertiary education to the male gross enrolment ratio for post-secondary non-tertiary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GER.4.M\",\"Gross enrolment ratio, post-secondary non-tertiary, male (%)\",\"Total male enrollment in post-secondary non-tertiary education, regardless of age, expressed as a percentage of the male population of official post-secondary non-tertiary education age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.1.GPI\",\"Gross graduation ratio from primary education, gender parity index (GPI)\",\"Ratio of the female gross primary graduation ratio to the male gross primary graduation ratio. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.2\",\"Gross graduation ratio from lower secondary education, both sexes (%)\",\"Number of graduates regardless of age in all lower secondary education programmes expressed as a percentage of the population at the theoretical graduation age for lower secondary education. The ratio can exceed 100% due to over-aged and under-aged adolescents who enter lower secondary school for the first time early or late and/or repeat grades.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.2.F\",\"Gross lower secondary graduation ratio. All programmes. Female\",\"Gross lower secondary graduation ratio. All programmes. Female is the number of female graduates regardless of age in all lower secondary education programmes expressed as a percentage of the female population at the theoretical graduation age for lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.2.GPI\",\"Gross graduation ratio from lower secondary education, gender parity index (GPI)\",\"Ratio of the female gross lower secondary graduation ratio to the male gross lower secondary graduation ratio. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.2.M\",\"Gross lower secondary graduation ratio. All programmes. Male\",\"Gross lower secondary graduation ratio. All programmes. Male is the number of male graduates regardless of age in all lower secondary education programmes expressed as a percentage of the male population at the theoretical graduation age for lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GGR.5.A.GPI\",\"Gross graduation ratio from first degree programmes (ISCED 6 and 7) in tertiary education, gender parity index (GPI)\",\"Ratio of female gross graduation ratio to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GOER.56\",\"Gross outbound enrolment ratio, all regions, both sexes (%)\",\"Total number of mobile tertiary students coming from a country/region as a percentage of the population of tertiary student age in their home country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.GPV\",\"Percentage of students in lower secondary education enrolled in general programmes, both sexes (%)\",\"Total number of students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.GPV.F\",\"Percentage of female students in lower secondary education enrolled in general programmes, female (%)\",\"Total number of female students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.GPV.M\",\"Percentage of male students in lower secondary education enrolled in general programmes, male (%)\",\"Total number of male students enrolled in general programmes at the lower secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the lower secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.V\",\"Percentage of students in lower secondary education enrolled in vocational programmes, both sexes (%)\",\"Total number of students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.V.F\",\"Percentage of female students in lower secondary education enrolled in vocational programmes, female (%)\",\"Total number of female students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.2.V.M\",\"Percentage of male students in lower secondary education enrolled in vocational programmes, male (%)\",\"Total number of male students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the lower secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.23.GPV\",\"Percentage of students in secondary education enrolled in general programmes, both sexes (%)\",\"Total number of students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.23.GPV.F\",\"Percentage of female students in secondary education enrolled in general programmes, female (%)\",\"Total number of female students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.23.GPV.M\",\"Percentage of male students in secondary education enrolled in general programmes, male (%)\",\"Total number of male students enrolled in general programmes at the secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.GPV\",\"Percentage of students in upper secondary education enrolled in general programmes, both sexes (%)\",\"Total number of students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.GPV.F\",\"Percentage of female students in upper secondary education enrolled in general programmes, female (%)\",\"Total number of female students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.GPV.M\",\"Percentage of male students in upper secondary education enrolled in general programmes, male (%)\",\"Total number of male students enrolled in general programmes at the upper secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the upper secondary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.V\",\"Percentage of students in upper secondary education enrolled in vocational programmes, both sexes (%)\",\"Total number of students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.V.F\",\"Percentage of female students in upper secondary education enrolled in vocational programmes, female (%)\",\"Total number of female students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.3.V.M\",\"Percentage of male students in upper secondary education enrolled in vocational programmes, male (%)\",\"Total number of male students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the upper secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.GPV\",\"Percentage of students in post-secondary non-tertiary education enrolled in general programmes, both sexes (%)\",\"Total number of students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.GPV.F\",\"Percentage of female students in post-secondary non-tertiary education enrolled in general programmes, female (%)\",\"Total number of female students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.GPV.M\",\"Percentage of male students in post-secondary non-tertiary education enrolled in general programmes, male (%)\",\"Total number of male students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.V\",\"Percentage of students in post-secondary non-tertiary education enrolled in vocational programmes, both sexes (%)\",\"Total number of students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.V.F\",\"Percentage of female students in post-secondary non-tertiary education enrolled in vocational programmes, female (%)\",\"Total number of female students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.GTVP.4.V.M\",\"Percentage of male students in post-secondary non-tertiary education enrolled in vocational programmes, male (%)\",\"Total number of male students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T24\",\"Youth illiterate population, 15-24 years, both sexes (number)\",\"Total number of youth between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T24.F\",\"Youth illiterate population, 15-24 years, female (number)\",\"Total number of females between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T24.M\",\"Youth illiterate population, 15-24 years, male (number)\",\"Total number of males between age 15 and age 24 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T99\",\"Adult illiterate population, 15+ years, both sexes (number)\",\"Total number of adults over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T99.F\",\"Adult illiterate population, 15+ years, female (number)\",\"Total number of females over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG15T99.M\",\"Adult illiterate population, 15+ years, male (number)\",\"Total number of males over age 15 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG65\",\"Elderly illiterate population, 65+ years, both sexes (number)\",\"Total number of adults over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG65.F\",\"Elderly illiterate population, 65+ years, female (number)\",\"Total number of females over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LP.AG65.M\",\"Elderly illiterate population, 65+ years, male (number)\",\"Total number of males over age 65 who cannot both read and write with understanding a short simple statement on their everyday life.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LPP.AG15T24\",\"Youth illiterate population, 15-24 years, % female\",\"Share of the youth illiterate population that is female.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LPP.AG15T99\",\"Adult illiterate population, 15+ years, % female\",\"Share of the adult illiterate population that is female.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LPP.AG65\",\"Elderly illiterate population, 65+ years, % female\",\"Share of the elderly illiterate population that is female.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LR.AG15T99.GPI\",\"Adult literacy rate, population 15+ years, gender parity index (GPI)\",\"Ratio of female adult literacy rate to the male adult literacy rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LR.AG65\",\"Elderly literacy rate, population 65+ years, both sexes (%)\",\"Percentage of the population age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LR.AG65.F\",\"Elderly literacy rate, population 65+ years, female (%)\",\"Percentage of females age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of female literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LR.AG65.GPI\",\"Elderly literacy rate, population 65+ years, gender parity index (GPI)\",\"Ratio of female elderly literacy rate to the male elderly literacy rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.LR.AG65.M\",\"Elderly literacy rate, population 65+ years, male (%)\",\"Percentage of males age 65 and above who can, with understanding, read and write a short, simple statement on their everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calculations. This indicator is calculated by dividing the number of male literates aged 65 years and over by the corresponding age group population and multiplying the result by 100.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MENF.56\",\"Net flow of internationally mobile students (inbound - outbound), both sexes (number)\",\"Number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level from a given country studying abroad (outbound students).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MENFR.56\",\"Net flow ratio of internationally mobile students (inbound - outbound), both sexes (%)\",\"Total number of tertiary students from abroad (inbound students) studying in a given country minus the number of students at the same level of education from that country studying abroad (outbound students), expressed as a percentage of total tertiary enrolment in that country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MS.56.F\",\"Total inbound internationally mobile students, female (number)\",\"Total number of female students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MS.56.T\",\"Total inbound internationally mobile students, both sexes (number)\",\"Total number of students who have crossed a national or territorial border for the purpose of education and are now enrolled in tertiary institutions outside their country of origin.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MSEP.56\",\"Inbound mobility rate, both sexes (%)\",\"Number of students from abroad studying in a given country, as a percentage of the total tertiary enrollment in that country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MSEP.56.F\",\"Inbound mobility rate, female (%)\",\"Number of female students from abroad studying in a given country, as a percentage of the total female tertiary enrollment in that country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.MSEP.56.M\",\"Inbound mobility rate, male (%)\",\"Number of male students from abroad studying in a given country, as a percentage of the total male tertiary enrollment in that country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1\",\"UIS: Net attendance rate, primary, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.F\",\"UIS: Net attendance rate, primary, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.GPI\",\"UIS: Net attendance rate, primary, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.M\",\"UIS: Net attendance rate, primary, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q1\",\"UIS: Net attendance rate, primary, poorest quintile, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q1.F\",\"UIS: Net attendance rate, primary, poorest quintile, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q1.GPI\",\"UIS: Net attendance rate, primary, poorest quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q1.M\",\"UIS: Net attendance rate, primary, poorest quintile, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q2\",\"UIS: Net attendance rate, primary, second quintile, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q2.F\",\"UIS: Net attendance rate, primary, second quintile, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q2.GPI\",\"UIS: Net attendance rate, primary, second quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q2.M\",\"UIS: Net attendance rate, primary, second quintile, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q3\",\"UIS: Net attendance rate, primary, middle quintile, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q3.F\",\"UIS: Net attendance rate, primary, middle quintile, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q3.GPI\",\"UIS: Net attendance rate, primary, middle quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q3.M\",\"UIS: Net attendance rate, primary, middle quintile, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q4\",\"UIS: Net attendance rate, primary, fourth quintile, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q4.F\",\"UIS: Net attendance rate, primary, fourth quintile, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q4.GPI\",\"UIS: Net attendance rate, primary, fourth quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q4.M\",\"UIS: Net attendance rate, primary, fourth quintile, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q5\",\"UIS: Net attendance rate, primary, richest quintile, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q5.F\",\"UIS: Net attendance rate, primary, richest quintile, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q5.GPI\",\"UIS: Net attendance rate, primary, richest quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.Q5.M\",\"UIS: Net attendance rate, primary, richest quintile, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.RUR\",\"UIS: Net attendance rate, primary, rural, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.RUR.F\",\"UIS: Net attendance rate, primary, rural, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.RUR.GPI\",\"UIS: Net attendance rate, primary, rural, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.RUR.M\",\"UIS: Net attendance rate, primary, rural, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.URB\",\"UIS: Net attendance rate, primary, urban, both sexes (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.URB.F\",\"UIS: Net attendance rate, primary, urban, female (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.URB.GPI\",\"UIS: Net attendance rate, primary, urban, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.1.URB.M\",\"UIS: Net attendance rate, primary, urban, male (%)\",\"Total number of students in the theoretical age group for primary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2\",\"UIS: Net attendance rate, lower secondary, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.F\",\"UIS: Net attendance rate, lower secondary, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.GPI\",\"UIS: Net attendance rate, lower secondary, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.M\",\"UIS: Net attendance rate, lower secondary, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q1\",\"UIS: Net attendance rate, lower secondary, poorest quintile, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q1.F\",\"UIS: Net attendance rate, lower secondary, poorest quintile, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q1.GPI\",\"UIS: Net attendance rate, lower secondary, poorest quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q1.M\",\"UIS: Net attendance rate, lower secondary, poorest quintile, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q2\",\"UIS: Net attendance rate, lower secondary, second quintile, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q2.F\",\"UIS: Net attendance rate, lower secondary, second quintile, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q2.GPI\",\"UIS: Net attendance rate, lower secondary, second quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q2.M\",\"UIS: Net attendance rate, lower secondary, second quintile, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q3\",\"UIS: Net attendance rate, lower secondary, middle quintile, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q3.F\",\"UIS: Net attendance rate, lower secondary, middle quintile, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q3.GPI\",\"UIS: Net attendance rate, lower secondary, middle quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q3.M\",\"UIS: Net attendance rate, lower secondary, middle quintile, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q4\",\"UIS: Net attendance rate, lower secondary, fourth quintile, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q4.F\",\"UIS: Net attendance rate, lower secondary, fourth quintile, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q4.GPI\",\"UIS: Net attendance rate, lower secondary, fourth quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q4.M\",\"UIS: Net attendance rate, lower secondary, fourth quintile, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q5\",\"UIS: Net attendance rate, lower secondary, richest quintile, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q5.F\",\"UIS: Net attendance rate, lower secondary, richest quintile, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q5.GPI\",\"UIS: Net attendance rate, lower secondary, richest quintile, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.Q5.M\",\"UIS: Net attendance rate, lower secondary, richest quintile, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.RUR\",\"UIS: Net attendance rate, lower secondary, rural, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.RUR.F\",\"UIS: Net attendance rate, lower secondary, rural, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.RUR.GPI\",\"UIS: Net attendance rate, lower secondary, rural, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.RUR.M\",\"UIS: Net attendance rate, lower secondary, rural, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.URB\",\"UIS: Net attendance rate, lower secondary, urban, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.URB.F\",\"UIS: Net attendance rate, lower secondary, urban, female (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.URB.GPI\",\"UIS: Net attendance rate, lower secondary, urban, gender parity index (GPI)\",\"Ratio of female net attendance rate to male net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Net attendance rate is the total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NAR.2.URB.M\",\"UIS: Net attendance rate, lower secondary, urban, male (%)\",\"Total number of students in the theoretical age group for lower secondary education attending that level, expressed as a percentage of the total population in that age group. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Net Enrolment Rate\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1\",\"UIS: Adjusted net attendance rate, primary, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.F\",\"UIS: Adjusted net attendance rate, primary, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.GPI\",\"UIS: Adjusted net attendance rate, primary, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.M\",\"UIS: Adjusted net attendance rate, primary, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q1\",\"UIS: Adjusted net attendance rate, primary, poorest quintile, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q1.F\",\"UIS: Adjusted net attendance rate, primary, poorest quintile, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q1.GPI\",\"UIS: Adjusted net attendance rate, primary, poorest quintile, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q1.M\",\"UIS: Adjusted net attendance rate, primary, poorest quintile, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q2\",\"UIS: Adjusted net attendance rate, primary, second quintile, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q2.F\",\"UIS: Adjusted net attendance rate, primary, second quintile, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q2.GPI\",\"UIS: Adjusted net attendance rate, primary, second quintile, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q2.M\",\"UIS: Adjusted net attendance rate, primary, second quintile, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q3\",\"UIS: Adjusted net attendance rate, primary, middle quintile, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q3.F\",\"UIS: Adjusted net attendance rate, primary, middle quintile, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q3.GPI\",\"UIS: Adjusted net attendance rate, primary, middle quintile, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q3.M\",\"UIS: Adjusted net attendance rate, primary, middle quintile, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q4\",\"UIS: Adjusted net attendance rate, primary, fourth quintile, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q4.F\",\"UIS: Adjusted net attendance rate, primary, fourth quintile, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q4.GPI\",\"UIS: Adjusted net attendance rate, primary, fourth quintile, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q4.M\",\"UIS: Adjusted net attendance rate, primary, fourth quintile, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q5\",\"UIS: Adjusted net attendance rate, primary, richest quintile, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q5.F\",\"UIS: Adjusted net attendance rate, primary, richest quintile, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q5.GPI\",\"UIS: Adjusted net attendance rate, primary, richest quintile, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.Q5.M\",\"UIS: Adjusted net attendance rate, primary, richest quintile, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.RUR\",\"UIS: Adjusted net attendance rate, primary, rural, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.RUR.F\",\"UIS: Adjusted net attendance rate, primary, rural, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.RUR.GPI\",\"UIS: Adjusted net attendance rate, primary, rural, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.RUR.M\",\"UIS: Adjusted net attendance rate, primary, rural, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.URB\",\"UIS: Adjusted net attendance rate, primary, urban, both sexes (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.URB.F\",\"UIS: Adjusted net attendance rate, primary, urban, female (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.URB.GPI\",\"UIS: Adjusted net attendance rate, primary, urban, gender parity index (GPI)\",\"Ratio of female adjusted net attendance rate to male adjusted net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Adjusted net attendance rate is the total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NARA.1.URB.M\",\"UIS: Adjusted net attendance rate, primary, urban, male (%)\",\"Total number of students of the official primary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Adjusted net enrolment rate, primary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2\",\"UIS: Total net attendance rate, lower secondary, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.F\",\"UIS: Total net attendance rate, lower secondary, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.GPI\",\"UIS: Total net attendance rate, lower secondary, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.M\",\"UIS: Total net attendance rate, lower secondary, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q1\",\"UIS: Total net attendance rate, lower secondary, poorest quintile, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q1.F\",\"UIS: Total net attendance rate, lower secondary, poorest quintile, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q1.GPI\",\"UIS: Total net attendance rate, lower secondary, poorest quintile, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q1.M\",\"UIS: Total net attendance rate, lower secondary, poorest quintile, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q2\",\"UIS: Total net attendance rate, lower secondary, second quintile, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q2.F\",\"UIS: Total net attendance rate, lower secondary, second quintile, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q2.GPI\",\"UIS: Total net attendance rate, lower secondary, second quintile, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q2.M\",\"UIS: Total net attendance rate, lower secondary, second quintile, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q3\",\"UIS: Total net attendance rate, lower secondary, middle quintile, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q3.F\",\"UIS: Total net attendance rate, lower secondary, middle quintile, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q3.GPI\",\"UIS: Total net attendance rate, lower secondary, middle quintile, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q3.M\",\"UIS: Total net attendance rate, lower secondary, middle quintile, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q4\",\"UIS: Total net attendance rate, lower secondary, fourth quintile, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q4.F\",\"UIS: Total net attendance rate, lower secondary, fourth quintile, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q4.GPI\",\"UIS: Total net attendance rate, lower secondary, fourth quintile, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q4.M\",\"UIS: Total net attendance rate, lower secondary, fourth quintile, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q5\",\"UIS: Total net attendance rate, lower secondary, richest quintile, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q5.F\",\"UIS: Total net attendance rate, lower secondary, richest quintile, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q5.GPI\",\"UIS: Total net attendance rate, lower secondary, richest quintile, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.Q5.M\",\"UIS: Total net attendance rate, lower secondary, richest quintile, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.RUR\",\"UIS: Total net attendance rate, lower secondary, rural, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.RUR.F\",\"UIS: Total net attendance rate, lower secondary, rural, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.RUR.GPI\",\"UIS: Total net attendance rate, lower secondary, rural, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.RUR.M\",\"UIS: Total net attendance rate, lower secondary, rural, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.URB\",\"UIS: Total net attendance rate, lower secondary, urban, both sexes (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.URB.F\",\"UIS: Total net attendance rate, lower secondary, urban, female (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.URB.GPI\",\"UIS: Total net attendance rate, lower secondary, urban, gender parity index (GPI)\",\"Ratio of female total net attendance rate to male total net attendance rate. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. Total net attendance rate is the total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NART.2.URB.M\",\"UIS: Total net attendance rate, lower secondary, urban, male (%)\",\"Total number of students of the official lower secondary school age group who attended primary or secondary education at any time during the reference academic year, expressed as a percentage of the corresponding population. The UNESCO Institute for Statistics (UIS) calculates household survey-based education indicators using data from Demographic and Health Surveys (DHS) and Multiple Indicator Cluster Surveys (MICS). School participation in household surveys and censuses is commonly measured by whether pupils or students attended a given grade or level of education at least one day during the academic reference year. Therefore, indicators of school participation derived from household survey data refer to attendance, e.g. “net attendance rate” or “adjusted net attendance rate”. The comparable indicator for administrative data is \\\"Total net enrolment rate, lower secondary\\\" because the data is based on numbers of students officially enrolled in educational institutions in the stated year. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NE.1.ECD\",\"New entrants to Grade 1 of primary education with early childhood education experience , both sexes (number)\\r\\n\",\"New entrants to the first grade of primary education who have previously been enrolled in any pre-primary or early childhood educational development programme.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NE.1.ECD.F\",\"New entrants to Grade 1 of primary education with early childhood education experience, female (number)\\r\\n\",\"New female entrants to the first grade of primary education who have previously been enrolled in any pre-primary or early childhood educational development programme.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NE.1.G1\",\"New entrants to Grade 1 of primary education, both sexes (number)\",\"Number of pupils entering primary education for the first time during the course of the reference school or academic year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NE.1.G1.F\",\"New entrants to Grade 1 of primary education, female (number)\",\"Number of female pupils entering primary education for the first time during the course of the reference school or academic year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.0.GPI\",\"Net enrolment rate, pre-primary, gender parity index (GPI)\",\"Ratio of female net enrolment rate for pre-primary to the male net enrolment rate for pre-primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.1.GPI\",\"Net enrolment rate, primary, gender parity index (GPI)\",\"Ratio of female net enrolment rate for primary to the male net enrolment rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.2\",\"Net enrolment rate, lower secondary, both sexes (%)\",\"Total number of students in the theoretical age group for lower secondary education enrolled in that level, expressed as a percentage of the total population in that age group. Divide the number of students enrolled who are of the official age group for lower secondary education by the population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.2.F\",\"Net enrolment rate, lower secondary, female (%)\",\"Total number of female students in the theoretical age group for lower secondary education enrolled in that level, expressed as a percentage of the total female population in that age group. Divide the number of female students enrolled who are of the official age group for lower secondary education by the female population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.2.M\",\"Net enrolment rate, lower secondary, male (%)\",\"Total number of male students in the theoretical age group for lower secondary education enrolled in that level, expressed as a percentage of the total male population in that age group. Divide the number of male students enrolled who are of the official age group for lower secondary education by the male population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.23.GPI\",\"Net enrolment rate, secondary, gender parity index (GPI)\",\"Ratio of female net enrolment rate for secondary to the male net enrolment rate for secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.3\",\"Net enrolment rate, upper secondary, both sexes (%)\",\"Total number of students in the theoretical age group for upper secondary education enrolled in that level, expressed as a percentage of the total population in that age group. Divide the number of students enrolled who are of the official age group for upper secondary education by the population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.3.F\",\"Net enrolment rate, upper secondary, female (%)\",\"Total number of female students in the theoretical age group for upper secondary education enrolled in that level, expressed as a percentage of the total female population in that age group. Divide the number of female students enrolled who are of the official age group for upper secondary education by the female population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NER.3.M\",\"Net enrolment rate, upper secondary, male (%)\",\"Total number of male students in the theoretical age group for upper secondary education enrolled in that level, expressed as a percentage of the total male population in that age group. Divide the number of male students enrolled who are of the official age group for upper secondary education by the male population for the same age group and multiply the result by 100. NER at each level of education should be based on enrolment of the relevant age group in all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.1.GPI\",\"Adjusted net enrolment rate, primary, gender parity index (GPI)\",\"Ratio of female adjusted net enrolment rate for primary to the male adjusted net enrolment rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.2\",\"Adjusted net enrolment rate, lower secondary, both sexes (%)\",\"Total number of students of the official lower secondary school age group who are enrolled in lower secondary education or higher, expressed as a percentage of the corresponding population. Divide the total number of students in the official lower secondary school age range who are enrolled in lower secondary education or higher by the population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.2.F\",\"Adjusted net enrolment rate, lower secondary, female (%)\",\"Total number of female students of the official lower secondary school age group who are enrolled in lower secondary education or higher, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official lower secondary school age range who are enrolled in lower secondary education or higher by the female population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.2.GPI\",\"Adjusted net enrolment rate, lower secondary, gender parity index (GPI)\",\"Ratio of female adjusted net enrolment rate for lower secondary to the male adjusted net enrolment rate for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.2.M\",\"Adjusted net enrolment rate, lower secondary, male (%)\",\"Total number of male students of the official lower secondary school age group who are enrolled in lower secondary education or higher, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official lower secondary school age range who are enrolled in lower secondary education or higher by the male population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.3\",\"Adjusted net enrolment rate, upper secondary, both sexes (%)\",\"Total number of students of the official upper secondary school age group who are enrolled in upper secondary education or higher, expressed as a percentage of the corresponding population. Divide the total number of students in the official upper secondary school age range who are enrolled in upper secondary education or higher by the population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.3.F\",\"Adjusted net enrolment rate, upper secondary, female (%)\",\"Total number of female students of the official upper secondary school age group who are enrolled in upper secondary education or higher, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official upper secondary school age range who are enrolled in upper secondary education or higher by the female population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.3.GPI\",\"Adjusted net enrolment rate, upper secondary, gender parity index (GPI)\",\"Ratio of female adjusted net enrolment rate for upper secondary to the male adjusted net enrolment rate for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERA.3.M\",\"Adjusted net enrolment rate, upper secondary, male (%)\",\"Total number of male students of the official upper secondary school age group who are enrolled in upper secondary education or higher, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official upper secondary school age range who are enrolled in upper secondary education or higher by the male population of the same age group and multiply the result by 100. NERA should be based on total enrolment of the official school participation age group for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.1\",\"Total net enrolment rate, primary, both sexes (%)\",\"Total number of students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for primary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.1.F\",\"Total net enrolment rate, primary, female (%)\",\"Total number of female students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for primary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.1.GPI\",\"Total net enrolment rate, primary, gender parity index (GPI)\",\"Ratio of female total net enrolment rate for primary to the male total net enrolment rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.1.M\",\"Total net enrolment rate, primary, male (%)\",\"Total number of male students of the official age group for primary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for primary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for primary education is due to enrolment in pre-primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.2\",\"Total net enrolment rate, lower secondary, both sexes (%)\",\"Total number of students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding population. Divide the total number of students in the official school age range for lower secondary education who are enrolled in any level of education by the population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.2.F\",\"Total net enrolment rate, lower secondary, female (%)\",\"Total number of female students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding female population. Divide the total number of female students in the official school age range for lower secondary education who are enrolled in any level of education by the female population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.2.GPI\",\"Total net enrolment rate, lower secondary, gender parity index (GPI)\",\"Ratio of female total net enrolment rate for lower secondary to the male total net enrolment rate for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NERT.2.M\",\"Total net enrolment rate, lower secondary, male (%)\",\"Total number of male students of the official age group for lower secondary education who are enrolled in any level of education, expressed as a percentage of the corresponding male population. Divide the total number of male students in the official school age range for lower secondary education who are enrolled in any level of education by the male population of the same age group and multiply the result by 100. The difference between the total NER and the adjusted NER provides a measure of the proportion of children in the official relevant school age group who are enrolled in levels of education below the one intended for their age. The difference between the total NER and the adjusted NER for lower secondary education is due to enrolment in pre-primary or primary education. The total NER should be based on total enrolment of the official relevant school age group in any level of education for all types of schools and education institutions, including public, private and all other institutions that provide organized educational programmes.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGM1\",\"Net intake rate to Grade 1 of primary education by under-age entrants (-1 year), both sexes (%)\",\"Number of new entrants in the first grade of primary education who are one year younger than the official primary school-entrance age, expressed as a percentage of the population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGM1.F\",\"Net intake rate to Grade 1 of primary education by under-age entrants (-1 year), female (%)\",\"Number of new female entrants in the first grade of primary education who are one year younger than the official primary school-entrance age, expressed as a percentage of the female population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGM1.GPI\",\"Net intake rate to Grade 1 of primary education by under-age entrants (-1 year), gender parity index (GPI)\",\"Ratio of female net intake rate to grade 1 of primary education by under-age entrants to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGM1.M\",\"Net intake rate to Grade 1 of primary education by under-age entrants (-1 year), male (%)\",\"Number of new male entrants in the first grade of primary education who are one year younger than the official primary school-entrance age, expressed as a percentage of the male population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGP1\",\"Net intake rate to Grade 1 of primary education by over-age entrants (+1 year), both sexes (%)\",\"Number of new entrants in the first grade of primary education who are one year older than the official primary school-entrance age, expressed as a percentage of the population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGP1.F\",\"Net intake rate to Grade 1 of primary education by over-age entrants (+1 year), female (%)\",\"Number of new female entrants in the first grade of primary education who are one year older than the official primary school-entrance age, expressed as a percentage of the female population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGP1.GPI\",\"Net intake rate to Grade 1 of primary education by over-age entrants (+1 year), gender parity index (GPI)\",\"Ratio of female net intake rate to grade 1 of primary education by over-age entrants to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.AGP1.M\",\"Net intake rate to Grade 1 of primary education by over-age entrants (+1 year), male (%)\",\"Number of new male entrants in the first grade of primary education who are one year older than the official primary school-entrance age, expressed as a percentage of the male population of the primary school entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIR.1.GPI\",\"Net intake rate to Grade 1 of primary education, gender parity index (GPI)\",\"Ratio of female net intake rate for primary to the male net intake rate for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIRA.1\",\"Adjusted net intake rate to Grade 1 of primary education, both sexes (%)\",\"Total enrolment in primary education of the official primary school entrance age, as a percentage of the population of the same age in a given school year. It is the equivalent of the age-specific enrolment rate of the official primary entrance age. Divide the number of students in the official primary school entrance age who are enrolled in primary education, regardless of the year of entrance, grade or repetition, by the population of the same age, and multiply the result by 100. Adjusted NIR should be based on total enrolment of all children of the official primary school entrance age in all types of schools that provide organized educational programmes, including public and private institutions. It must be ensured that the enrolment data cover pupils who enter primary school earlier and might repeat the first grade or be at higher grades. While the Net intake rate (NIR) measures timely access to primary school for the official entrance age, the NIRA captures actual access to primary school for the total population of the official entrance age. It reflects efforts made by governments to achieve universal entrance to primary education of the eligible population of the official primary school entrance age. Adjusted NIR gives the proportion of children of the official primary school entrance age that are enrolled in primary education level but not necessary for the first time or in the first grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIRA.1.F\",\"Adjusted net intake rate to Grade 1 of primary education, female (%)\",\"Total female enrolment in primary education of the official primary school entrance age, as a percentage of the female population of the same age in a given school year. It is the equivalent of the age-specific enrolment rate of the official primary entrance age. Divide the number of female students in the official primary school entrance age who are enrolled in primary education, regardless of the year of entrance, grade or repetition, by the female population of the same age, and multiply the result by 100. Adjusted NIR should be based on total enrolment of all children of the official primary school entrance age in all types of schools that provide organized educational programmes, including public and private institutions. It must be ensured that the enrolment data cover pupils who enter primary school earlier and might repeat the first grade or be at higher grades. While the Net intake rate (NIR) measures timely access to primary school for the official entrance age, the NIRA captures actual access to primary school for the total population of the official entrance age. It reflects efforts made by governments to achieve universal entrance to primary education of the eligible population of the official primary school entrance age. Adjusted NIR gives the proportion of children of the official primary school entrance age that are enrolled in primary education level but not necessary for the first time or in the first grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIRA.1.GPI\",\"Adjusted net intake rate to Grade 1 of primary education, gender parity index (GPI)\",\"Ratio of the female adjusted net intake rate for primary to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.NIRA.1.M\",\"Adjusted net intake rate to Grade 1 of primary education, male (%)\",\"Total male enrolment in primary education of the official primary school entrance age, as a percentage of the male population of the same age in a given school year. It is the equivalent of the age-specific enrolment rate of the official primary entrance age. Divide the number of male students in the official primary school entrance age who are enrolled in primary education, regardless of the year of entrance, grade or repetition, by the male population of the same age, and multiply the result by 100. Adjusted NIR should be based on total enrolment of all children of the official primary school entrance age in all types of schools that provide organized educational programmes, including public and private institutions. It must be ensured that the enrolment data cover pupils who enter primary school earlier and might repeat the first grade or be at higher grades. While the Net intake rate (NIR) measures timely access to primary school for the official entrance age, the NIRA captures actual access to primary school for the total population of the official entrance age. It reflects efforts made by governments to achieve universal entrance to primary education of the eligible population of the official primary school entrance age. Adjusted NIR gives the proportion of children of the official primary school entrance age that are enrolled in primary education level but not necessary for the first time or in the first grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAEP.1\",\"Percentage of students enrolled in primary education who are over-age, both sexes (%)\",\"Total number of over-age students in primary education institutions as a percentage of total enrolments in primary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAEP.1.F\",\"Percentage of female students enrolled in primary education who are over-age, female (%)\",\"Total number of female over-age students in primary education institutions as a percentage of total female enrolments in primary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAEP.1.M\",\"Percentage of male students enrolled in primary education who are over-age, male (%)\",\"Total number of male over-age students in primary education institutions as a percentage of total male enrolments in primary education institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAPP.1\",\"Over-age enrolment ratio in primary education, both sexes (%)\",\"Percentage of the primary school age population that is over the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAPP.1.F\",\"Over-age enrolment ratio in primary education, female (%)\",\"Percentage of the female primary school age population that is over the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OAPP.1.M\",\"Over-age enrolment ratio in primary education, male (%)\",\"Percentage of the male primary school age population that is over the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OE.56.40510\",\"Total outbound internationally mobile tertiary students studying abroad, all countries, both sexes (number)\",\"Students who have crossed a national or territorial border for the purpose of education and are now enrolled outside their country of origin.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFSPPT.1\",\"Out-of-school children of primary school age in pre-primary education, both sexes (number)\",\"Children in the official primary school age range who are enrolled in pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFSPPT.1.F\",\"Out-of-school children of primary school age in pre-primary education, female (number)\",\"Female children in the official primary school age range who are enrolled in pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFSPPT.1.M\",\"Out-of-school children of primary school age in pre-primary education, male (number)\",\"Male children in the official primary school age range who are enrolled in pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFST.2\",\"Out-of-school adolescents of lower secondary school age, both sexes (number)\",\"Total number of lower secondary school age adolescents who are not enrolled in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFST.2.F\",\"Out-of-school adolescents of lower secondary school age, female (number)\",\"Total number of female lower secondary school age adolescents who are not enrolled in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OFST.2.M\",\"Out-of-school adolescents of lower secondary school age, male (number)\",\"Total number of male lower secondary school age adolescents who are not enrolled in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.OMR.56\",\"Outbound mobility ratio, all regions, both sexes (%)\",\"Number of students from a given country studying abroad as a percentage of the total tertiary enrolment in that country.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PRP.2\",\"Percentage of enrolment in lower secondary education in private institutions (%)\",\"Total number of students in lower secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in lower secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PRP.3\",\"Percentage of enrolment in upper secondary education in private institutions (%)\",\"Total number of students in upper secondary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in upper secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PRP.4\",\"Percentage of enrolment in post-secondary non-tertiary education in private institutions (%)\",\"Total number of students in post-secondary non-tertiary education enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body (e.g., non-governmental organisation, religious body, special interest group, foundation or business enterprise), expressed as a percentage of total number of students enrolled in post-secondary non-tertiary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PTRHC.2\",\"Pupil-teacher ratio in lower secondary education (headcount basis)\",\"Average number of pupils per teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PTRHC.3\",\"Pupil-teacher ratio in upper secondary education (headcount basis)\",\"Average number of pupils per teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.PTRHC.56\",\"Pupil-teacher ratio in tertiary education (headcount basis)\",\"Average number of pupils per teacher at a given level of education, based on headcounts of both pupils and teachers. Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level. In computing and interpreting this indicator, one should take into account the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision and meaningfulness of pupil-teacher ratios. When feasible, the number of part-time teachers is converted to ‘full-time equivalent’ teachers; a double-shift teacher is counted twice, etc. Teachers are defined as persons whose professional activity involves the transmitting of knowledge, attitudes and skills that are stipulated in a formal curriculum programme to students enrolled in a formal educational institution.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1\",\"Repeaters in primary education, all grades, both sexes (number)\",\"Number of pupils enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.F\",\"Repeaters in primary education, all grades, female (number)\",\"Number of female pupils enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G1\",\"Repeaters in Grade 1 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G1.F\",\"Repeaters in Grade 1 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G2\",\"Repeaters in Grade 2 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G2.F\",\"Repeaters in Grade 2 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G3\",\"Repeaters in Grade 3 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G3.F\",\"Repeaters in Grade 3 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G4\",\"Repeaters in Grade 4 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G4.F\",\"Repeaters in Grade 4 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G5\",\"Repeaters in Grade 5 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G5.F\",\"Repeaters in Grade 5 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G6\",\"Repeaters in Grade 6 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G6.F\",\"Repeaters in Grade 6 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G7\",\"Repeaters in Grade 7 of primary education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.1.G7.F\",\"Repeaters in Grade 7 of primary education, female (number)\",\"Number of female pupils in the specified grade who are enrolled in the same grade for a second (or further) year.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV\",\"Repeaters in lower secondary general education, all grades, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.F\",\"Repeaters in lower secondary general education, all grades, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G1\",\"Repeaters in Grade 1 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G1.F\",\"Repeaters in Grade 1 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G2\",\"Repeaters in Grade 2 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G2.F\",\"Repeaters in Grade 2 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G3\",\"Repeaters in Grade 3 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G3.F\",\"Repeaters in Grade 3 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G4\",\"Repeaters in Grade 4 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G4.F\",\"Repeaters in Grade 4 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G5\",\"Repeaters in Grade 5 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G5.F\",\"Repeaters in Grade 5 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G6\",\"Repeaters in Grade 6 of lower secondary general education, both sexes (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.R.2.GPV.G6.F\",\"Repeaters in Grade 6 of lower secondary general education, female (number)\",\"Number of pupils in the specified grade who are enrolled in the same grade for a second (or further) year. \",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G1\",\"Percentage of repeaters in Grade 1 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G1.F\",\"Percentage of repeaters in Grade 1 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G1.M\",\"Percentage of repeaters in Grade 1 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G2\",\"Percentage of repeaters in Grade 2 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G2.F\",\"Percentage of repeaters in Grade 2 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G2.M\",\"Percentage of repeaters in Grade 2 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G3\",\"Percentage of repeaters in Grade 3 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G3.F\",\"Percentage of repeaters in Grade 3 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G3.M\",\"Percentage of repeaters in Grade 3 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G4\",\"Percentage of repeaters in Grade 4 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G4.F\",\"Percentage of repeaters in Grade 4 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G4.M\",\"Percentage of repeaters in Grade 4 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G5\",\"Percentage of repeaters in Grade 5 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G5.F\",\"Percentage of repeaters in Grade 5 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G5.M\",\"Percentage of repeaters in Grade 5 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G6\",\"Percentage of repeaters in Grade 6 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G6.F\",\"Percentage of repeaters in Grade 6 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G6.M\",\"Percentage of repeaters in Grade 6 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G7\",\"Percentage of repeaters in Grade 7 of primary education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G7.F\",\"Percentage of repeaters in Grade 7 of primary education, female (%)\",\"Total number of female pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total female enrollment in the specified grade. It is calculated by dividing the number of female pupils repeating a given grade in a given school year by the number of female pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.G7.M\",\"Percentage of repeaters in Grade 7 of primary education, male (%)\",\"Total number of male pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total male enrollment in the specified grade. It is calculated by dividing the number of male pupils repeating a given grade in a given school year by the male number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.1.GPI\",\"Percentage of repeaters in primary education, all grades, gender parity index (GPI)\",\"Ratio of female percentage of repeaters in primary to the male percentage of repeaters in primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV\",\"Percentage of repeaters in lower secondary general education, all grades, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.F\",\"Percentage of repeaters in lower secondary general education, all grades, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G1\",\"Percentage of repeaters in Grade 1 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G1.F\",\"Percentage of repeaters in Grade 1 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G1.M\",\"Percentage of repeaters in Grade 1 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G2\",\"Percentage of repeaters in Grade 2 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G2.F\",\"Percentage of repeaters in Grade 2 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G2.M\",\"Percentage of repeaters in Grade 2 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G3\",\"Percentage of repeaters in Grade 3 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G3.F\",\"Percentage of repeaters in Grade 3 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G3.M\",\"Percentage of repeaters in Grade 3 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G4\",\"Percentage of repeaters in Grade 4 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G4.F\",\"Percentage of repeaters in Grade 4 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G4.M\",\"Percentage of repeaters in Grade 4 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G5\",\"Percentage of repeaters in Grade 5 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G5.F\",\"Percentage of repeaters in Grade 5 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G5.M\",\"Percentage of repeaters in Grade 5 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G6\",\"Percentage of repeaters in Grade 6 of lower secondary general education, both sexes (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G6.F\",\"Percentage of repeaters in Grade 6 of lower secondary general education, female (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.G6.M\",\"Percentage of repeaters in Grade 6 of lower secondary general education, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPP.2.GPV.M\",\"Percentage of repeaters in lower secondary general education, all grades, male (%)\",\"Total number of pupils in the specified grade who are enrolled in the same grade as in a previous year, expressed as a percentage of the total enrollment in the specified grade. It is calculated by dividing the number of pupils repeating a given grade in a given school year by the number of pupils enrolled in the same grade in the same school year and multiplying by 100. The definition of repeaters should be unambiguously applied to include even pupils repeating more than once in the same grade and those who repeat the same grade while transferring from one school to another. Students who were not studying in the same grade in the previous year should be excluded.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1\",\"Repetition rate in primary education (all grades), both sexes (%)\",\"Number of repeaters in primary education in a given school year, expressed as a percentage of enrolment in primary education in the previous school year. Divide the number of repeaters in primary education in school year t+1 by the number of pupils from the same cohort enrolled in primary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.F\",\"Repetition rate in primary education (all grades), female (%)\",\"Number of female repeaters in primary education in a given school year, expressed as a percentage of female enrolment in primary education in the previous school year. Divide the number of female repeaters in primary education in school year t+1 by the number of female pupils from the same cohort enrolled in primary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G1\",\"Repetition rate in Grade 1 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G1.F\",\"Repetition rate in Grade 1 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G1.M\",\"Repetition rate in Grade 1 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G2\",\"Repetition rate in Grade 2 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G2.F\",\"Repetition rate in Grade 2 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G2.M\",\"Repetition rate in Grade 2 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G3\",\"Repetition rate in Grade 3 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G3.F\",\"Repetition rate in Grade 3 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G3.M\",\"Repetition rate in Grade 3 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G4\",\"Repetition rate in Grade 4 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G4.F\",\"Repetition rate in Grade 4 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G4.M\",\"Repetition rate in Grade 4 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G5\",\"Repetition rate in Grade 5 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G5.F\",\"Repetition rate in Grade 5 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G5.M\",\"Repetition rate in Grade 5 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G6\",\"Repetition rate in Grade 6 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G6.F\",\"Repetition rate in Grade 6 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G6.M\",\"Repetition rate in Grade 6 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G7\",\"Repetition rate in Grade 7 of primary education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G7.F\",\"Repetition rate in Grade 7 of primary education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.G7.M\",\"Repetition rate in Grade 7 of primary education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.1.M\",\"Repetition rate in primary education (all grades), male (%)\",\"Number of male repeaters in primary education in a given school year, expressed as a percentage of male enrolment in primary education in the previous school year. Divide the number of male repeaters in primary education in school year t+1 by the number of male pupils from the same cohort enrolled in primary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV\",\"Repetition rate in lower secondary general education (all grades), both sexes (%)\",\"Number of repeaters in lower secondary education in a given school year, expressed as a percentage of enrolment in lower secondary education in the previous school year. Divide the number of repeaters in lower secondary education in school year t+1 by the number of pupils from the same cohort enrolled in lower secondary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.F\",\"Repetition rate in lower secondary general education (all grades), female (%)\",\"Number of female repeaters in lower secondary education in a given school year, expressed as a percentage of female enrolment in lower secondary education in the previous school year. Divide the number of female repeaters in lower secondary education in school year t+1 by the number of female pupils from the same cohort enrolled in lower secondary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G1\",\"Repetition rate in Grade 1 of lower secondary general education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G1.F\",\"Repetition rate in Grade 1 of lower secondary general education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G1.M\",\"Repetition rate in Grade 1 of lower secondary general education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G2\",\"Repetition rate in Grade 2 of lower secondary general education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G2.F\",\"Repetition rate in Grade 2 of lower secondary general education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G2.M\",\"Repetition rate in Grade 2 of lower secondary general education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G3\",\"Repetition rate in Grade 3 of lower secondary general education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G3.F\",\"Repetition rate in Grade 3 of lower secondary general education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G3.M\",\"Repetition rate in Grade 3 of lower secondary general education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G4\",\"Repetition rate in Grade 4 of lower secondary general education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G4.F\",\"Repetition rate in Grade 4 of lower secondary general education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G4.M\",\"Repetition rate in Grade 4 of lower secondary general education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G5\",\"Repetition rate in Grade 5 of lower secondary general education, both sexes (%)\",\"Number of repeaters in a given grade in a given school year, expressed as a percentage of enrolment in that grade the previous school year. Divide the number of repeaters in a given grade in school year t+1 by the number of pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G5.F\",\"Repetition rate in Grade 5 of lower secondary general education, female (%)\",\"Number of female repeaters in a given grade in a given school year, expressed as a percentage of female enrolment in that grade the previous school year. Divide the number of female repeaters in a given grade in school year t+1 by the number of female pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.G5.M\",\"Repetition rate in Grade 5 of lower secondary general education, male (%)\",\"Number of male repeaters in a given grade in a given school year, expressed as a percentage of male enrolment in that grade the previous school year. Divide the number of male repeaters in a given grade in school year t+1 by the number of male pupils from the same cohort enrolled in the same grade in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.REPR.2.GPV.M\",\"Repetition rate in lower secondary general education (all grades), male (%)\",\"Number of male repeaters in lower secondary education in a given school year, expressed as a percentage of male enrolment in lower secondary education in the previous school year. Divide the number of male repeaters in lower secondary education in school year t+1 by the number of male pupils from the same cohort enrolled in lower secondary education in the previous school year t.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFSPPT.1\",\"Rate of out-of-school children of primary school age in pre-primary education, both sexes (%)\",\"Number of children of official primary school age who are enrolled in pre-primary education, expressed as a percentage of the population of official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFSPPT.1.F\",\"Rate of out-of-school children of primary school age in pre-primary education, female (%)\",\"Number of female children of official primary school age who are enrolled in pre-primary education, expressed as a percentage of the female population of official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFSPPT.1.M\",\"Rate of out-of-school children of primary school age in pre-primary education, male (%)\",\"Number of male children of official primary school age who are enrolled in pre-primary education, expressed as a percentage of the male population of official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.1\",\"Rate of out-of-school children of primary school age, both sexes (%)\",\"Number of children of official primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the population of official primary school age. Children enrolled in pre-primary education are excluded and considered out of school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.1.F\",\"Rate of out-of-school children of primary school age, female (%)\",\"Number of females of official primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the female population of official primary school age. Children enrolled in pre-primary education are excluded and considered out of school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.1.M\",\"Rate of out-of-school children of primary school age, male (%)\",\"Number of males of official primary school age who are not enrolled in primary or secondary school, expressed as a percentage of the male population of official primary school age. Children enrolled in pre-primary education are excluded and considered out of school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.2\",\"Rate of out-of-school adolescents of lower secondary school age, both sexes (%)\",\"Number of adolescents of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the population of official lower secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.2.F\",\"Rate of out-of-school adolescents of lower secondary school age, female (%)\",\"Number of females of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the female population of official lower secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.2.M\",\"Rate of out-of-school adolescents of lower secondary school age, male (%)\",\"Number of males of official lower secondary school age who are not enrolled in lower secondary school expressed as a percentage of the male population of official lower secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1\",\"UIS: Rate of out-of-school children of primary school age, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.F\",\"UIS: Rate of out-of-school children of primary school age, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.M\",\"UIS: Rate of out-of-school children of primary school age, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q1\",\"UIS: Rate of out-of-school children of primary school age, poorest quintile, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q1.F\",\"UIS: Rate of out-of-school children of primary school age, poorest quintile, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q1.M\",\"UIS: Rate of out-of-school children of primary school age, poorest quintile, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q2\",\"UIS: Rate of out-of-school children of primary school age, second quintile, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q2.F\",\"UIS: Rate of out-of-school children of primary school age, second quintile, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q2.M\",\"UIS: Rate of out-of-school children of primary school age, second quintile, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q3\",\"UIS: Rate of out-of-school children of primary school age, middle quintile, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q3.F\",\"UIS: Rate of out-of-school children of primary school age, middle quintile, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q3.M\",\"UIS: Rate of out-of-school children of primary school age, middle quintile, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q4\",\"UIS: Rate of out-of-school children of primary school age, fourth quintile, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q4.F\",\"UIS: Rate of out-of-school children of primary school age, fourth quintile, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q4.M\",\"UIS: Rate of out-of-school children of primary school age, fourth quintile, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q5\",\"UIS: Rate of out-of-school children of primary school age, richest quintile, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q5.F\",\"UIS: Rate of out-of-school children of primary school age, richest quintile, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.Q5.M\",\"UIS: Rate of out-of-school children of primary school age, richest quintile, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.RUR\",\"UIS: Rate of out-of-school children of primary school age, rural, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.RUR.F\",\"UIS: Rate of out-of-school children of primary school age, rural, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.RUR.M\",\"UIS: Rate of out-of-school children of primary school age, rural, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.URB\",\"UIS: Rate of out-of-school children of primary school age, urban, both sexes (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.URB.F\",\"UIS: Rate of out-of-school children of primary school age, urban, female (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.1.URB.M\",\"UIS: Rate of out-of-school children of primary school age, urban, male (household survey data) (%)\",\"Number of children of official primary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official primary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q1\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, poorest quintile, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q1.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, poorest quintile, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q1.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, poorest quintile, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q2\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, second quintile, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q2.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, second quintile, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q2.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, second quintile, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q3\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, middle quintile, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q3.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, middle quintile, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q3.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, middle quintile, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q4\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, fourth quintile, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q4.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, fourth quintile, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q4.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, fourth quintile, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q5\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, richest quintile, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q5.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, richest quintile, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.Q5.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, richest quintile, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.RUR\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, rural, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.RUR.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, rural, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.RUR.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, rural, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.URB\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, urban, both sexes (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.URB.F\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, urban, female (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.ROFST.H.2.URB.M\",\"UIS: Rate of out-of-school adolescents of lower secondary school age, urban, male (household survey data) (%)\",\"Number of children of official lower secondary school age who did not attend primary or secondary school at any time during the reference academic year, expressed as a percentage of the number of official lower secondary school age children in the household survey sample. Children attending pre-primary or non-formal education are considered out of school. The UNESCO Institute for Statistics (UIS) releases estimates of out-of-school children calculated from both administrative and household survey sources (Demographic and Health Surveys and Multiple Indicator Cluster Surveys). Administrative records and household surveys are two data sources which differ in fundamental ways: who collects the data, as well as how, when and for what purpose. As a result, the out-of-school children estimates calculated from one data source may not match those based on other data sources. For more information, consult the UIS website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.1.G1\",\"Population of the official entrance age to primary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.1.G1.F\",\"Population of the official entrance age to primary education, female (number)\",\"Female population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.1.G1.M\",\"Population of the official entrance age to primary education, male (number)\",\"Male population of the age-group theoretically corresponding to the official entrance age to primary education. The official entrance age is the age at which students would enter a given programme or level of education assuming they start at the official entrance age for the lowest level of education, study full-time throughout and progressed through the system without repeating or skipping a grade. The theoretical entrance age to a given programme or level is typically, but not always, the most common entrance age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.23.GPV.G1\",\"Population of the official entrance age to secondary general education, both sexes (number)\",\"Population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.23.GPV.G1.F\",\"Population of the official entrance age to secondary general education, female (number)\",\"Female population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.23.GPV.G1.M\",\"Population of the official entrance age to secondary general education, male (number)\",\"Male population of the age-group theoretically corresponding to secondary general education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.4\",\"Population of the official age for post-secondary non-tertiary education, both sexes (number)\",\"Population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.4.F\",\"Population of the official age for post-secondary non-tertiary education, female (number)\",\"Female population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.4.M\",\"Population of the official age for post-secondary non-tertiary education, male (number)\",\"Male population of the age-group theoretically corresponding to post-secondary non-tertiary education as indicated by theoretical entrance age and duration.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.CE\",\"Population of compulsory school age, both sexes (number)\",\"Population of children within the age span that children are legally obliged to attend school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.CE.F\",\"Population of compulsory school age, female (number)\",\"Population of female children within the age span that children are legally obliged to attend school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SAP.CE.M\",\"Population of compulsory school age, male (number)\",\"Population of male children within the age span that children are legally obliged to attend school.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.0\",\"School life expectancy, pre-primary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.0.F\",\"School life expectancy, pre-primary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.0.GPI\",\"School life expectancy, pre-primary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.0.M\",\"School life expectancy, pre-primary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.1\",\"School life expectancy, primary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.1.F\",\"School life expectancy, primary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.1.GPI\",\"School life expectancy, primary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.1.M\",\"School life expectancy, primary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.12\",\"School life expectancy, primary and lower secondary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified levels of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.12.F\",\"School life expectancy, primary and lower secondary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified levels of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.12.M\",\"School life expectancy, primary and lower secondary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified levels of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.123\",\"School life expectancy, primary and secondary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.123.F\",\"School life expectancy, primary and secondary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.123.GPI\",\"School life expectancy, primary and secondary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.123.M\",\"School life expectancy, primary and secondary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.1t6.GPI\",\"School life expectancy, primary to tertiary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.23\",\"School life expectancy, secondary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.23.F\",\"School life expectancy, secondary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.23.GPI\",\"School life expectancy, secondary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.23.M\",\"School life expectancy, secondary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.4\",\"School life expectancy, post-secondary non-tertiary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.4.F\",\"School life expectancy, post-secondary non-tertiary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.4.GPI\",\"School life expectancy, post-secondary non-tertiary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.4.M\",\"School life expectancy, post-secondary non-tertiary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.56\",\"School life expectancy, tertiary, both sexes (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.56.F\",\"School life expectancy, tertiary, female (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.56.GPI\",\"School life expectancy, tertiary, gender parity index (GPI)\",\"Ratio of female school life expectancy to the male school life expectancy. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLE.56.M\",\"School life expectancy, tertiary, male (years)\",\"Number of years a person of school entrance age can expect to spend within the specified level of education. For a child of a certain age a, the school life expectancy is calculated as the sum of the age specific enrolment rates for the levels of education specified. The part of the enrolment that is not distributed by age is divided by the school-age population for the level of education they are enrolled in, and multiplied by the duration of that level of education. The result is then added to the sum of the age-specific enrolment rates. A relatively high SLE indicates greater probability for children to spend more years in education and higher overall retention within the education system. It must be noted that the expected number of years does not necessarily coincide with the expected number of grades of education completed, because of repetition. Since school life expectancy is an average based on participation in different levels of education, the expected number of years of schooling may be pulled down by the magnitude of children who never go to school. Those children who are in school may benefit from many more years of education than the average.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLEN.12.F\",\"School life expectancy, primary and lower secondary (excluding repetition), female (years)\",\"Number of years of schooling that a female child of a certain age can expect to receive in the future, excluding years spent repeating grades. The indicator reflects the overall level of development of an education system in terms of the average number of years of schooling without repetition that can be offered to the school-age population, including those who never enter school. It is calculated as the sum of the age specific enrolment rates for the given level of education, plus the number of pupils of unknown age in the given level of education divided by the school-age population for that level of education, and multiplied by the duration of that level of education, minus the number of repeaters in a given level of education divided by the school-age population for that level, multiplied by the duration of that level of education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLEN.12.GPI\",\"School life expectancy, primary and lower secondary (excluding repetition), gender parity index (GPI)\",\"Ratio of female school life expectancy net of repetition to the male school life expectancy net of repetition. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLEN.12.M\",\"School life expectancy, primary and lower secondary (excluding repetition), male (years)\",\"Number of years of schooling that a male child of a certain age can expect to receive in the future, excluding years spent repeating grades. The indicator reflects the overall level of development of an education system in terms of the average number of years of schooling without repetition that can be offered to the school-age population, including those who never enter school. It is calculated as the sum of the age specific enrolment rates for the given level of education, plus the number of pupils of unknown age in the given level of education divided by the school-age population for that level of education, and multiplied by the duration of that level of education, minus the number of repeaters in a given level of education divided by the school-age population for that level, multiplied by the duration of that level of education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SLEN.12.T\",\"School life expectancy, primary and lower secondary (excluding repetition), both sexes (years)\",\"Number of years of schooling that a child of a certain age can expect to receive in the future, excluding years spent repeating grades. The indicator reflects the overall level of development of an education system in terms of the average number of years of schooling without repetition that can be offered to the school-age population, including those who never enter school. It is calculated as the sum of the age specific enrolment rates for the given level of education, plus the number of pupils of unknown age in the given level of education divided by the school-age population for that level of education, and multiplied by the duration of that level of education, minus the number of repeaters in a given level of education divided by the school-age population for that level, multiplied by the duration of that level of education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.G4\",\"Survival rate to Grade 4 of primary education, both sexes (%)\",\"Percentage of a cohort of students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.G4.F\",\"Survival rate to Grade 4 of primary education, female (%)\",\"Percentage of a cohort of female students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.G4.GPI\",\"Survival rate to Grade 4 of primary education, gender parity index (GPI)\",\"Ratio of female survival rate to grade 4 to the male survival rate to grade 4. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.G4.M\",\"Survival rate to Grade 4 of primary education, male (%)\",\"Percentage of a cohort of male students enrolled in the first grade of primary education in a given school year who are expected to reach grade 4, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of primary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of primary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.G5.GPI\",\"Survival rate to Grade 5 of primary education, gender parity index (GPI)\",\"Ratio of female survival rate to grade 5 to the male survival rate to grade 5. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.1.GLAST.GPI\",\"Survival rate to the last grade of primary education, gender parity index (GPI)\",\"Ratio of female survival rate to the last grade of primary education to the male survival rate to the last grade of primary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.2.GPV.GLAST.CP.F\",\"Survival rate to the last grade of lower secondary general education, female (%)\",\"Percentage of a cohort of female students enrolled in the first grade of lower secondary education in a given school year who are expected to reach the last grade of lower secondary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of lower secondary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of lower secondary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.2.GPV.GLAST.CP.M\",\"Survival rate to the last grade of lower secondary general education, male (%)\",\"Percentage of a cohort of male students enrolled in the first grade of lower secondary education in a given school year who are expected to reach the last grade of lower secondary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of lower secondary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of lower secondary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.2.GPV.GLAST.CP.T\",\"Survival rate to the last grade of lower secondary general education, both sexes (%)\",\"Percentage of a cohort of students enrolled in the first grade of lower secondary education in a given school year who are expected to reach the last grade of lower secondary education, regardless of repetition. Divide the total number of students belonging to a school-cohort who reached each successive grade of lower secondary education by the number of students in the school-cohort i.e. those originally enrolled in the first grade of lower secondary education, and multiply the result by 100. The survival rate is calculated on the basis of the reconstructed cohort method, which uses data on enrolment and repeaters for two consecutive years.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.SR.2.GPV.GLAST.GPI\",\"Survival rate to the last grade of lower secondary general education, gender parity index (GPI)\",\"Ratio of female survival rate to the last grade of lower secondary education to the male survival rate to the last grade of lower secondary education. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.2\",\"Teachers in lower secondary education, both sexes (number)\",\"Total number of teachers in public and private lower secondary education institutions (ISCED 2). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.2.F\",\"Teachers in lower secondary education, female (number)\",\"Total number of female teachers in public and private lower secondary education institutions (ISCED 2). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.23.GPV\",\"Teachers in secondary general education, both sexes (number)\",\"Total number of teachers in general programmes in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.23.GPV.F\",\"Teachers in secondary general education, female (number)\",\"Total number of female teachers in general programmes in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.23.V\",\"Teachers in secondary vocational education, both sexes (number)\",\"Total number of teachers in vocational programmes in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.23.V.F\",\"Teachers in secondary vocational education, female (number)\",\"Total number of female teachers in vocational programmes in public and private secondary education institutions (ISCED 2 and 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.3\",\"Teachers in upper secondary education, both sexes (number)\",\"Total number of teachers in public and private upper secondary education institutions (ISCED 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.3.F\",\"Teachers in upper secondary education, female (number)\",\"Total number of female teachers in public and private upper secondary education institutions (ISCED 3). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.4\",\"Teachers in post-secondary non-tertiary education, both sexes (number)\",\"Total number of teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.4.F\",\"Teachers in post-secondary non-tertiary education, female (number)\",\"Total number of female teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.5.B\",\"Teachers in tertiary education ISCED 5 programmes, both sexes (number)\",\"Total number of teachers in public and private short-cycle tertiary education institutions (ISCED 5). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.T.5.B.F\",\"Teachers in tertiary education ISCED 5 programmes, female (number)\",\"Total number of female teachers in public and private short-cycle tertiary education institutions (ISCED 5). Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TE_100000.56\",\"Enrolment in tertiary education per 100,000 inhabitants, both sexes\",\"Number of students enrolled in tertiary education in a given academic year per 100,000 inhabitants. It is calculated by dividing the total number of students enrolled in tertiary education in a given academic year by the country’s population and multiplying the result by 100,000. This indicator shows the general level of participation in tertiary education by indicating the proportion (or density) of students within a country’s population.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TE_100000.56.F\",\"Enrolment in tertiary education per 100,000 inhabitants, female\",\"Number of female students enrolled in tertiary education in a given academic year per 100,000 inhabitants. It is calculated by dividing the total number of students enrolled in tertiary education in a given academic year by the country’s population and multiplying the result by 100,000. This indicator shows the general level of participation in tertiary education by indicating the proportion (or density) of students within a country’s population.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TE_100000.56.M\",\"Enrolment in tertiary education per 100,000 inhabitants, male\",\"Number of male students enrolled in tertiary education in a given academic year per 100,000 inhabitants. It is calculated by dividing the total number of students enrolled in tertiary education in a given academic year by the country’s population and multiplying the result by 100,000. This indicator shows the general level of participation in tertiary education by indicating the proportion (or density) of students within a country’s population.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.5.B\",\"Percentage of all students in tertiary education enrolled in ISCED 5, both sexes (%)\",\"Total enrolment in short-cycle tertiary programmes (ISCED 5) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.5.B.F\",\"Percentage of female students in tertiary education enrolled in ISCED 5\",\"Total female enrolment in short-cycle tertiary programmes (ISCED 5) as a percentage of total female enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.5.B.M\",\"Percentage of male students in tertiary education enrolled in ISCED 5\",\"Total male enrolment in short-cycle tertiary programmes (ISCED 5) as a percentage of total male enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.6\",\"Percentage of all students in tertiary education enrolled in ISCED 6, both sexes (%)\\r\\n\",\"Total enrolment in bachelors or equivalent programmes (ISCED 6) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.6.F\",\"Percentage of female students in tertiary education enrolled in ISCED 6\\r\\n\",\"Total female enrolment in bachelors or equivalent programmes (ISCED 6) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.6.M\",\"Percentage of male students in tertiary education enrolled in ISCED 6\\r\\n\",\"Total male enrolment in bachelors or equivalent programmes (ISCED 6) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.7\",\"Percentage of all students in tertiary education enrolled in ISCED 7, both sexes (%)\",\"Total enrolment in masters or equivalent programmes (ISCED 7) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.7.F\",\"Percentage of female students in tertiary education enrolled in ISCED 7\",\"Total female enrolment in masters or equivalent programmes (ISCED 7) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.7.M\",\"Percentage of male students in tertiary education enrolled in ISCED 7\",\"Total male enrolment in masters or equivalent programmes (ISCED 7) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.8\",\"Percentage of all students in tertiary education enrolled in ISCED 8, both sexes (%)\",\"Total enrolment in doctoral or equivalent programmes (ISCED 8) as a percentage of total enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.8.F\",\"Percentage of female students in tertiary education enrolled in ISCED 8\",\"Total female enrolment in doctoral or equivalent programmes (ISCED 8) as a percentage of total female enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TEP.8.M\",\"Percentage of male students in tertiary education enrolled in ISCED 8\",\"Total male enrolment in doctoral or equivalent programmes (ISCED 8) as a percentage of total male enrolments in tertiary education (ISCED 5 to 8).\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.thAge.0\",\"Official entrance age to pre-primary education (years)\",\"Age at which students would enter pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.thAge.3.A.GPV\",\"Official entrance age to upper secondary education (years)\",\"Age at which students would enter upper secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.thAge.4.A.GPV\",\"Official entrance age to post-secondary non-tertiary education (years)\",\"Age at which students would enter post-secondary education, assuming they had started at the official entrance age for the lowest level of education, had studied full-time throughout and had progressed through the system without repeating or skipping a grade.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.thDur.0\",\"Theoretical duration of pre-primary education (years)\",\"Number of grades (years) in pre-primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.thDur.4.A.GPV\",\"Theoretical duration of post-secondary non-tertiary education (years)\",\"Number of grades (years) in post-secondary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRANRA.23.GPV.GPI\",\"Effective transition rate from primary to lower secondary general education, gender parity index (GPI)\\r\\n\",\"The ratio of the female transition rate to the male value for the same indicator. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of males and a value greater than 1 indicates disparity in favor of females.\\r\\n\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.0\",\"Percentage of teachers in pre-primary education who are trained, both sexes (%)\",\"Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of teachers at the pre-primary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.0.F\",\"Percentage of female teachers in pre-primary education who are trained, female (%)\",\"Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of female teachers at the pre-primary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.0.GPI\",\"Percentage of teachers in pre-primary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for pre-primary to the male percentage of trained teachers for pre-primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.0.M\",\"Percentage of male teachers in pre-primary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the pre-primary level in the given country, expressed as a percentage of the total number of male teachers at the pre-primary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.1.GPI\",\"Percentage of teachers in primary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for primary to the male percentage of trained teachers for primary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.2\",\"Percentage of teachers in lower secondary education who are trained, both sexes (%)\",\"Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of teachers at the lower secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.2.F\",\"Percentage of female teachers in lower secondary education who are trained, female (%)\",\"Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of female teachers at the lower secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.2.GPI\",\"Percentage of teachers in lower secondary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for lower secondary to the male percentage of trained teachers for lower secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.2.M\",\"Percentage of male teachers in lower secondary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the lower secondary level in the given country, expressed as a percentage of the total number of male teachers at the lower secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.23.GPI\",\"Percentage of teachers in secondary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for secondary to the male percentage of trained teachers for secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.3\",\"Percentage of teachers in upper secondary education who are trained, both sexes (%)\",\"Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of teachers at the upper secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.3.F\",\"Percentage of female teachers in upper secondary education who are trained, female (%)\",\"Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of female teachers at the upper secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.3.GPI\",\"Percentage of teachers in upper secondary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for upper secondary to the male percentage of trained teachers for upper secondary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.3.M\",\"Percentage of male teachers in upper secondary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of male teachers at the upper secondary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.4\",\"Percentage of teachers in post-secondary non-tertiary education who are trained, both sexes (%)\",\"Number of teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the post-secondary non-tertiary level in the given country, expressed as a percentage of the total number of teachers at the post-secondary non-tertiary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.4.F\",\"Percentage of female teachers in post-secondary non-tertiary education who are trained, female (%)\",\"Number of female teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the post-secondary non-tertiary level in the given country, expressed as a percentage of the total number of female teachers at the post-secondary non-tertiary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.4.GPI\",\"Percentage of teachers in post-secondary non-tertiary education who are trained, gender parity index (GPI)\",\"Ratio of the female percentage of trained teachers for post-secondary non-tertiary to the male percentage of trained teachers for post-secondary non-tertiary. It is calculated by dividing the female value for the indicator by the male value for the indicator. A GPI equal to 1 indicates parity between females and males. In general, a value less than 1 indicates disparity in favor of men and a value greater than 1 indicates disparity in favor of women.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.TRTP.4.M\",\"Percentage of male teachers in post-secondary non-tertiary education who are trained, male (%)\",\"Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the post-secondary non-tertiary level in the given country, expressed as a percentage of the total number of male teachers at the post-secondary non-tertiary level.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAEP.1\",\"Percentage of students enrolled in primary education who are under-age, both sexes (%)\",\"Students who are younger than the official school-age range for primary education as a percentage of the total number of students enrolled in primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAEP.1.F\",\"Percentage of female students enrolled in primary education who are under-age, female (%)\",\"Female students who are younger than the official school-age range for primary education as a percentage of the total number of female students enrolled in primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAEP.1.M\",\"Percentage of male students enrolled in primary education who are under-age, male (%)\",\"Male students who are younger than the official school-age range for primary education as a percentage of the total number of male students enrolled in primary education.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.1\",\"Under-age enrolment ratio in primary education, both sexes (%)\",\"Percentage of the primary school age population that is under the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.1.F\",\"Under-age enrolment ratio in primary education, female (%)\",\"Percentage of the female primary school age population that is under the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.1.M\",\"Under-age enrolment ratio in primary education, male (%)\",\"Percentage of the male primary school age population that is under the official primary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.23\",\"Under-age enrolment ratio in secondary education, both sexes (%)\",\"Percentage of the secondary school age population that is under the official secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.23.F\",\"Under-age enrolment ratio in secondary education, female (%)\",\"Percentage of the female secondary school age population that is under the official secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.UAPP.23.M\",\"Under-age enrolment ratio in secondary education, male (%)\",\"Percentage of the male secondary school age population that is under the official secondary school age.\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.0.FSGOV\",\"Government expenditure on pre-primary education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.0.FSGOV.FDINSTADM.FFD\",\"Government expenditure in pre-primary institutions as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital) at a given level of education, expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.1.FSGOV\",\"Government expenditure on primary education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.1.FSGOV.FDINSTADM.FFD\",\"Government expenditure in primary institutions as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital) at a given level of education, expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.23.FSGOV\",\"Government expenditure on secondary education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.4.FSGOV\",\"Government expenditure on post-secondary non-tertiary education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.4.FSGOV.FDINSTADM.FFD\",\"Government expenditure in post-secondary non-tertiary institutions as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital) at a given level of education, expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.56.FSGOV\",\"Government expenditure on tertiary education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure on education (current, capital, and transfers), expressed as a percentage of GDP. It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGDP.FSGOV.FDINSTADM.FFD\",\"Government expenditure in educational institutions as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital), expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.0\",\"Expenditure on pre-primary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on pre-primary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.1\",\"Expenditure on primary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on primary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.2\",\"Expenditure on lower secondary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on lower secondary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.23\",\"Expenditure on secondary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on secondary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.3\",\"Expenditure on upper secondary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on upper secondary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.4\",\"Expenditure on post-secondary non-tertiary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on post-secondary non-tertiary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XGOVEXP.IMF.56\",\"Expenditure on tertiary as % of total government expenditure (%)\",\"Total general (local, regional and central) government expenditure on tertiary education (current, capital, and transfers), expressed as a percentage of total general government expenditure on all sectors (including health, education, social services, etc.). It includes expenditure funded by transfers from international sources to government. Divide total government expenditure for a given level of education (ex. primary, secondary, or all levels combined) by total general government expenditure (all sectors), and multiply by 100. A higher percentage of government expenditure on education shows a high government priority for education relative to other public investments. When interpreting this indicator however, one should keep in mind that some governments have more (or less) means and therefore larger (or smaller) overall budgets, and that countries with younger populations may spend more on education in relation to other sector such as health or social security, and vice-versa. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XPUBP.0\",\"Expenditure on pre-primary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XPUBP.2\",\"Expenditure on lower secondary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XPUBP.3\",\"Expenditure on upper secondary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XPUBP.4\",\"Expenditure on post-secondary non-tertiary as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XPUBP.UK\",\"Expenditure on education not allocated by level as % of government expenditure on education (%)\",\"Expenditure on education by level of education, expressed as a percentage of total general government expenditure on education. Divide government expenditure on a given level of education (ex. primary, secondary) by total government expenditure on education (all levels combined), and multiply by 100. A high percentage of government expenditure on education spent on a given level denotes a high priority given to that level compared to others. When interpreting this indicator, one should take into account enrolment at that level, and the relative costs per student between different levels of education. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.0.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in pre-primary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.0.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in pre-primary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.0.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in pre-primary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.0.FDPUB.FNS\",\"All staff compensation as % of total expenditure in pre-primary public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.1.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in primary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.1.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in primary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.1.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in primary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.1.FDPUB.FNS\",\"All staff compensation as % of total expenditure in primary public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.2.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in lower secondary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.2.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in lower secondary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.2.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in lower secondary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.2.FDPUB.FNS\",\"All staff compensation as % of total expenditure in lower secondary public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.23.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in secondary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.23.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in secondary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.23.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in secondary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.23.FDPUB.FNS\",\"All staff compensation as % of total expenditure in secondary public institutions (%)\\r\\n\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.3.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in upper-secondary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.3.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in upper-secondary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.3.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in upper secondary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.3.FDPUB.FNS\",\"All staff compensation as % of total expenditure in upper secondary public institutions (%)\\r\\n\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.4.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in post-secondary non-tertiary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.4.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in post-secondary non-tertiary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.4.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in post-secondary non-tertiary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.4.FDPUB.FNS\",\"All staff compensation as % of total expenditure in post-secondary non-tertiary public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.56.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in tertiary public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.56.FDPUB.FNCUR\",\"Current expenditure as % of total expenditure in tertiary public institutions (%)\",\"Current expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure is consumed within the current year and would have to be renewed if needed in the following year. It includes staff compensation and current expenditure other than for staff compensation (ex. on teaching materials, ancillary services and administration). Divide all current expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.56.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in tertiary public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.56.FDPUB.FNS\",\"All staff compensation as % of total expenditure in tertiary public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional) of the specified level of education. Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by total expenditure (current and capital) in public institutions of the same level of education, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.FDPUB.FNCAP\",\"Capital expenditure as % of total expenditure in public institutions (%)\",\"Capital expenditure expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Capital expenditure is for education goods or assets that yield benefits for a period of more than one year. It includes expenditure for construction, renovation and major repairs of buildings and the purchase of heavy equipment or vehicles. Divide capital expenditure in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.FDPUB.FNNONS\",\"Current expenditure other than staff compensation as % of total expenditure in public institutions (%)\",\"Current expenditure other than for staff compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Current expenditure other than for staff compensation includes expenditure on school books and teaching materials, ancillary services (ex. food, transport), and administration and other support activities. Divide current expenditure other than staff compensation in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XSPENDP.FDPUB.FNS\",\"All staff compensation as % of total expenditure in public institutions (%)\",\"All staff (teacher and non-teachers) compensation expressed as a percentage of direct expenditure in public educational institutions (instructional and non-instructional). Financial aid to students and other transfers are excluded from direct expenditure. Staff compensation includes salaries, contributions by employers for staff retirement programmes, and other allowances and benefits. Divide all staff compensation in public institutions by total expenditure (current and capital) in public institutions, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.GDPCAP.2.FSGOV\",\"Government expenditure per lower secondary student as % of GDP per capita (%)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed as a percentage of GDP per capita. Divide total government expenditure for a given level of education (ex. primary, secondary) by total enrolment in that same level, divide again by GDP per capita, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.GDPCAP.3.FSGOV\",\"Government expenditure per upper secondary student as % of GDP per capita (%)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed as a percentage of GDP per capita. Divide total government expenditure for a given level of education (ex. primary, secondary) by total enrolment in that same level, divide again by GDP per capita, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.GDPCAP.4.FSGOV\",\"Government expenditure per post-secondary non-tertiary student as % of GDP per capita (%)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed as a percentage of GDP per capita. Divide total government expenditure for a given level of education (ex. primary, secondary) by total enrolment in that same level, divide again by GDP per capita, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.1.FSGOV\",\"Government expenditure per primary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.2.FSGOV\",\"Government expenditure per lower secondary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.23.FSGOV\",\"Government expenditure per secondary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.3.FSGOV\",\"Government expenditure per upper secondary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.4.FSGOV\",\"Government expenditure per post-secondary non-tertiary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPP.56.FSGOV\",\"Government expenditure per tertiary student (PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal purchasing power parity (PPP) dollars. Divide total government expenditure (in PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.1.FSGOV\",\"Government expenditure per primary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.2.FSGOV\",\"Government expenditure per lower secondary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.23.FSGOV\",\"Government expenditure per secondary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.3.FSGOV\",\"Government expenditure per upper secondary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.4.FSGOV\",\"Government expenditure per post-secondary non-tertiary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.PPPCONST.56.FSGOV\",\"Government expenditure per tertiary student (constant PPP$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in purchasing power parity (PPP) dollars at constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant PPP$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.1.FSGOV\",\"Government expenditure per primary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.2.FSGOV\",\"Government expenditure per lower secondary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.23.FSGOV\",\"Government expenditure per secondary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.3.FSGOV\",\"Government expenditure per upper secondary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.4.FSGOV\",\"Government expenditure per post-secondary non-tertiary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.US.56.FSGOV\",\"Government expenditure per tertiary student (US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in nominal US$ at market exchange rates. Divide total government expenditure (in US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, however nominal values do not take into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.1.FSGOV\",\"Government expenditure per primary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.2.FSGOV\",\"Government expenditure per lower secondary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.23.FSGOV\",\"Government expenditure per secondary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.3.FSGOV\",\"Government expenditure per upper secondary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.4.FSGOV\",\"Government expenditure per post-secondary non-tertiary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UIS.XUNIT.USCONST.56.FSGOV\",\"Government expenditure per tertiary student (constant US$)\",\"Average total (current, capital and transfers) general government expenditure per student in the given level of education, expressed in US$ at market exchange rates, in constant prices. The constant prices base year is normally three years before the year of the data release. Divide total government expenditure (in constant US$) for a given level of education (ex. primary, secondary) by total enrolment in that same level. This indicator is useful to compare average spending on one student between levels of education, over time, or between countries. Constant US$ allow comparing absolute values using a common currency, and taking into account the effect of inflation. This indicator should not be considered a unit cost, since it only includes what the government spends, and not total spending per student (including household contributions). Since it is a simple division of total government expenditure by the number of students at a given level, whether they attend public or private institutions, in countries where private provision and/or funding of education is higher the average amount per student will appear lower. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"UNDP.HDI.XD\",\"Human development index (HDI)\",\"The Human Development Index (HDI) is a summary measure of human development. It measures the average achievements in a country in three basic dimensions of human development: a long and healthy life, access to knowledge and a decent standard of living. The HDI is the geometric mean of normalized indices measuring achievements in each dimension. The HDI is the geometric mean of the three dimension indices and embodies imperfect substitutability across all HDI dimensions. It thus addresses one of the most serious criticisms of the linear aggregation formula, which allowed for perfect substitution across dimensions. Some substitutability is inherent in the definition of any index that increases with the values of its components. Data sources: Life expectancy at birth: UNDESA; Mean years of schooling: Barro and Lee; Expected years of schooling: UNESCO Institute for Statistics; Gross national income (GNI) per capita: World Bank.\",\"Africa Development Indicators\",\"http://hdr.undp.org/en/statistics/data/\"\n\"UPP.COM.POL.XQ\",\"Combined polity score\",\"The Combined Polity score is computed by subtracting the AUTOCRACY score (UPP.INS.AUTO.XQ) from the DEMOCRACY score (UPP.INS.DEMO.XQ); the resulting unified polity scale ranges from +10 (strongly democratic) to -10 (strongly autocratic). Note: The POLITY score was added to the Polity IV data series in recognition of its common usage by users in quantitative research and in the overriding interest of maintaining uniformity among users in this application. The simple combination of the original DEMOC and AUTOC index values in a unitary POLITY scale, in many ways, runs contrary to the original theory stated by Eckstein and Gurr in Patterns of Authority Polity IV Project: Dataset Users’ Manual 17 (1975) and, so, should be treated and interpreted with due caution. Its primary utility is in investigative research which should be augmented by more detailed analysis. The original theory posits that autocratic and democratic authority are distinct patterns of authority, elements of which may co-exist in any particular regime context. The inclusion of this variable in the data series should not be seen as an acceptance of the counter-proposal that autocracy and democracy are alternatives or opposites in a unified authority spectrum, even though elements of this perspective may be implied in the original theory. The POLITY variable provides a convenient avenue for examining general regime effects in analyses but researchers should note that the middle of the implied POLITY “spectrum” is somewhat muddled in terms of the original theory, masking various combinations of DEMOC and AUTOC scores with the same POLITY score. Investigations involving hypotheses of varying effects of democracy and/or autocracy should employ the original Polity scheme and test DEMOC and AUTOC separately.\",\"Africa Development Indicators\",\"Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm \"\n\"UPP.INS.AUTO.XQ\",\"Institutionalized autocracy\",\"Democracy is conceived as three essential, interdependent elements. One is the presence of institutions and procedures through which citizens can express effective preferences about alternative policies and leaders. Second is the existence of institutionalized constraints on the exercise of power by the executive. Third is the guarantee of civil liberties to all citizens in their daily lives and in acts of political participation. Other aspects of plural democracy, such as the rule of law, systems of checks and balances, freedom of the press, and so on are means to, or specific manifestations of, these general principles. We do not include coded data on civil liberties. \",\"Africa Development Indicators\",\"Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm \"\n\"UPP.INS.DEMO.XQ\",\"Institutionalized democracy\",\"Democracy is conceived as three essential, interdependent elements. One is the presence of institutions and procedures through which citizens can express effective preferences about alternative policies and leaders. Second is the existence of institutionalized constraints on the exercise of power by the executive. Third is the guarantee of civil liberties to all citizens in their daily lives and in acts of political participation. Other aspects of plural democracy, such as the rule of law, systems of checks and balances, freedom of the press, and so on are means to, or specific manifestations of, these general principles. We do not include coded data on civil liberties. \",\"Africa Development Indicators\",\"Center for Systemic Peace, www.systemicpeace.org/polity/polity4.htm \"\n\"UPP.REV.POL.XQ\",\"Revised Combined Polity Score\",\"Revised Combined Polity Score is a modified version of the POLITY variable added in order to facilitate the use of the POLITY regime measure in time-series analyses.\",\"Africa Development Indicators\",\"Authoritarian regime\\\"\\\" in Western political discourse is a pejorative term for some very diverse kinds of political systems whose common properties are a lack of regularized political competition and concern for political freedoms. The term Autocracy is used and defined operationally in terms of the presence of a distinctive set of political characteristics. In mature form, autocracies sharply restrict or suppress competitive political participation. Their chief executives are chosen in a regularized process of selection within the political elite, and once in office they exercise power with few institutional constraints. Most modern autocracies also exercise a high degree of directiveness over social and economic activity, but we regard this as a function of political ideology and choice, not a defining property of autocracy. Social democracies also exercise relatively high degrees of directiveness. The Polity data producers prefer to leave open for empirical investigation the question of how Autocracy, Democracy, and directiveness (performance) have covaried over time. \"\n\"UREA_EE_BULK\",\"Urea, E. Europe, bulk, $/mt, current$\",\"Urea, (Black Sea), bulk, spot, f.o.b. Black Sea (primarily Yuzhnyy) beginning July 1991; for 1985-91 (June) f.o.b. Eastern Europe\",\"Global Economic Monitor (GEM) Commodities\",\"Fertilizer Week; Fertilizer International; World Bank.\"\n\"VA.EST\",\"Voice and Accountability: Estimate\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VA.NO.SRC\",\"Voice and Accountability: Number of Sources\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VA.PER.RNK\",\"Voice and Accountability: Percentile Rank\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VA.PER.RNK.LOWER\",\"Voice and Accountability: Percentile Rank, Lower Bound of 90% Confidence Interval\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Lower refers to lower bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VA.PER.RNK.UPPER\",\"Voice and Accountability: Percentile Rank, Upper Bound of 90% Confidence Interval\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media. Percentile rank indicates the country's rank among all countries covered by the aggregate indicator, with 0 corresponding to lowest rank, and 100 to highest rank. Percentile ranks have been adjusted to correct for changes over time in the composition of the countries covered by the WGI. Percentile Rank Upper refers to upper bound of 90 percent confidence interval for governance, expressed in percentile rank terms.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VA.STD.ERR\",\"Voice and Accountability: Standard Error\",\"Voice and Accountability captures perceptions of the extent to which a country's citizens are able to participate in selecting their government, as well as freedom of expression, freedom of association, and a free media.\",\"Worldwide Governance Indicators\",\"Worldwide Governance Indicators, The World Bank\"\n\"VC.BTL.DETH\",\"Battle-related deaths (number of people)\",\"Battle-related deaths are deaths in battle-related conflicts between warring parties in the conflict dyad (two conflict units that are parties to a conflict). Typically, battle-related deaths occur in warfare involving the armed forces of the warring parties. This includes traditional battlefield fighting, guerrilla activities, and all kinds of bombardments of military units, cities, and villages, etc. The targets are usually the military itself and its installations or state institutions and state representatives, but there is often substantial collateral damage in the form of civilians being killed in crossfire, in indiscriminate bombings, etc. All deaths--military as well as civilian--incurred in such situations, are counted as battle-related deaths.\",\"World Development Indicators\",\"Uppsala Conflict Data Program, http://www.pcr.uu.se/research/UCDP/.\"\n\"VC.IDP.TOTL.HE\",\"Internally displaced persons (number, high estimate)\",\"Internally displaced persons are people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border.\",\"World Development Indicators\",\"Internal Displacement Monitoring Centre.\"\n\"VC.IDP.TOTL.LE\",\"Internally displaced persons (number, low estimate)\",\"Internally displaced persons are people or groups of people who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of armed conflict, or to avoid the effects of armed conflict, situations of generalized violence, violations of human rights, or natural or human-made disasters and who have not crossed an international border.\",\"World Development Indicators\",\"Internal Displacement Monitoring Centre.\"\n\"VC.IHR.PSRC.P5\",\"Intentional homicides (per 100,000 people)\",\"Intentional homicides are estimates of unlawful homicides purposely inflicted as a result of domestic disputes, interpersonal violence, violent conflicts over land resources, intergang violence over turf or control, and predatory violence and killing by armed groups. Intentional homicide does not include all intentional killing; the difference is usually in the organization of the killing. Individuals or small groups usually commit homicide, whereas killing in armed conflict is usually committed by fairly cohesive groups of up to several hundred members and is thus usually excluded.\",\"World Development Indicators\",\"UN Office on Drugs and Crime's International Homicide Statistics database.\"\n\"VC.PKP.TOTL.UN\",\"Presence of peace keepers (number of troops, police, and military observers in mandate)\",\"Presence of peacebuilders and peacekeepers are active in peacebuilding and peacekeeping. Peacebuilding reduces the risk of lapsing or relapsing into conflict by strengthening national capacities at all levels of for conflict management, and to lay the foundation for sustainable peace and development. Peacekeepers provide essential security to preserve the peace, however fragile, where fighting has been halted, and to assist in implementing agreements achieved by the peacemakers. Peacekeepers deploy to war-torn regions where no one else is willing or able to go and prevent conflict from returning or escalating. Peacekeepers include police, troops, and military observers.\",\"World Development Indicators\",\"UN Department of Peacekeeping Operations, http://www.un.org/en/peacekeeping/.\"\n\"WHEAT_CANADI\",\"Wheat, Canada, $/mt, current$\",\"Wheat (Canada), no. 1, Western Red Spring (CWRS), in store, St. Lawrence, export price\",\"Global Economic Monitor (GEM) Commodities\",\"Canadian Grain Commission; Thomson Reuters Datastream; World Bank.\"\n\"WHEAT_US_HRW\",\"Wheat, US, HRW, $/mt, current$\",\"Wheat (US), no. 1, hard red winter, ordinary protein, export price delivered at the US Gulf port for prompt or 30 days shipment\",\"Global Economic Monitor (GEM) Commodities\",\"Bloomberg; US Department of Agriculture; World Bank.\"\n\"WHEAT_US_SRW\",\"Wheat, US, SRW, $/mt, current$\",\"Wheat (US), no. 2, soft red winter, export price delivered at the US Gulf port for prompt or 30 days shipment\",\"Global Economic Monitor (GEM) Commodities\",\"US Department of Agriculture; World Bank.\"\n\"WOODPULP\",\"Woodpulp, $/mt, current$\",\"Woodpulp (Sweden), softwood, sulphate, bleached, air-dry weight, c.i.f. North Sea ports\",\"Global Economic Monitor (GEM) Commodities\",\"Statistisches Bundesamt, Germany; Allman Manadsstatistik, Sweden; World Bank.\"\n\"WP_time_01.1\",\"Account at a financial institution (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.2\",\"Account at a financial institution, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.3\",\"Account at a financial institution, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.4\",\"Account at a financial institution, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.5\",\"Account at a financial institution, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.6\",\"Account at a financial institution, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.7\",\"Account at a financial institution, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.8\",\"Account at a financial institution, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_01.9\",\"Account at a financial institution, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.1\",\"Debit card (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.2\",\"Debit card, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.3\",\"Debit card, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.4\",\"Debit card, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.5\",\"Debit card, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.6\",\"Debit card, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.7\",\"Debit card, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.8\",\"Debit card, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_02.9\",\"Debit card, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a debit card (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.1\",\"Credit card (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.2\",\"Credit card, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.3\",\"Credit card, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.4\",\"Credit card, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.5\",\"Credit card, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.6\",\"Credit card, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.7\",\"Credit card, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.8\",\"Credit card, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_03.9\",\"Credit card, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having a credit card (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.1\",\"Saved at a financial institution (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.2\",\"Saved at a financial institution, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.3\",\"Saved at a financial institution, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.4\",\"Saved at a financial institution, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.5\",\"Saved at a financial institution, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.6\",\"Saved at a financial institution, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.7\",\"Saved at a financial institution, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.8\",\"Saved at a financial institution, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_04.9\",\"Saved at a financial institution, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money at a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.1\",\"Saved using a savings club or a person outside the family (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.2\",\"Saved using a savings club or a person outside the family, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.3\",\"Saved using a savings club or a person outside the family, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.4\",\"Saved using a savings club or a person outside the family, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.5\",\"Saved using a savings club or a person outside the family, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.6\",\"Saved using a savings club or a person outside the family, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.7\",\"Saved using a savings club or a person outside the family, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.8\",\"Saved using a savings club or a person outside the family, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_05.9\",\"Saved using a savings club or a person outside the family, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report saving or setting aside any money using a savings club or a person outside the family in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.1\",\"Borrowed from a financial institution (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.2\",\"Borrowed from a financial institution, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.3\",\"Borrowed from a financial institution, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.4\",\"Borrowed from a financial institution, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.5\",\"Borrowed from a financial institution, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.6\",\"Borrowed from a financial institution, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.7\",\"Borrowed from a financial institution, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.8\",\"Borrowed from a financial institution, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_06.9\",\"Borrowed from a financial institution, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a bank or another type of financial institution in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.1\",\"Borrowed from family or friends (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.2\",\"Borrowed from family or friends, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.3\",\"Borrowed from family or friends, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.4\",\"Borrowed from family or friends, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.5\",\"Borrowed from family or friends, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.6\",\"Borrowed from family or friends, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.7\",\"Borrowed from family or friends, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.8\",\"Borrowed from family or friends, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_08.9\",\"Borrowed from family or friends, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from family, relatives, or friends in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.1\",\"Borrowed from a private informal lender (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.2\",\"Borrowed from a private informal lender, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.3\",\"Borrowed from a private informal lender, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.4\",\"Borrowed from a private informal lender, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.5\",\"Borrowed from a private informal lender, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.6\",\"Borrowed from a private informal lender, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.7\",\"Borrowed from a private informal lender, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.8\",\"Borrowed from a private informal lender, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_09.9\",\"Borrowed from a private informal lender, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report borrowing any money from a private informal lender in the past 12 months (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.1\",\"Account (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.2\",\"Account, male (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (male, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.3\",\"Account, female (% age 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (female, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.4\",\"Account, young adults (% ages 15-24) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% ages 15-24). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.5\",\"Account, older adults (% ages 25+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (% age 25+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.6\",\"Account, primary education or less (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (primary education or less, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.7\",\"Account, secondary education or more (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (secondary education or more, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.8\",\"Account, income, poorest 40% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, poorest 40%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_10.9\",\"Account, income, richest 60% (% ages 15+) [ts]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else). For 2011, this can be an account at a bank or another type of financial institution, and for 2014 this can be a mobile account as well (see year-specific definitions for details) (income, richest 60%, % age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP_time_11.1\",\"Main mode of withdrawal: ATM (% with an account, age 15+) [ts]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report usually obtaining cash from their account at an automated teller machine (ATM) (see year-specific definitions for details) (% with an account, age 15+). [ts: data are available for multiple waves].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP11623.MF.GAP\",\"Male-female gap in the percent of population (15+) with an account at a formal financial institution\",\"This indicator measures the difference between the percentage of males and the percentage of females of ages 15 and above who have an account (self or together with someone else) at a formal financial institutions, such as bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card. \",\"Corporate Scorecard\",\"Data are obtained from Demirguc-Kunt and Klapper (2012), Measuring Financial Inclusion: The Global Findex Database. \"\n\"WP11623_4.1\",\"Account at a formal financial institution (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.10\",\"Account at a formal financial institution, rural (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.2\",\"Account at a formal financial institution, male (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.3\",\"Account at a formal financial institution, female (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.4\",\"Account at a formal financial institution, young adults (% ages 15-24)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.5\",\"Account at a formal financial institution, older adults (% age 25+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.6\",\"Account at a financial institution, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.7\",\"Account at a financial institution, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.8\",\"Account at a formal financial institution, income, bottom 40% (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11623_4.9\",\"Account at a formal financial institution, income quintiles III, IV, and V (highest) (% age 15+)\",\"Denotes the percentage of respondents with an account (self or together with someone else) at a bank, credit union, another financial institution (e.g., cooperative, microfinance institution), or the post office (if applicable) including respondents who reported having a debit card (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.1\",\"Used an account at a financial institution for business purposes (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.10\",\"Used an account at a financial institution for business purposes, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.2\",\"Used an account at a financial institution for business purposes, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.3\",\"Used an account at a financial institution for business purposes, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.4\",\"Used an account at a financial institution for business purposes, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.5\",\"Used an account at a financial institution for business purposes, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.6\",\"Used an account at a financial institution for business purposes, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.7\",\"Used an account at a financial institution for business purposes, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.8\",\"Used an account at a financial institution for business purposes, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11625.9\",\"Used an account at a financial institution for business purposes, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution for business purposes only or for both business purposes and personal transactions (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.1\",\"Debit card (% age 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.10\",\"Debit card, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.2\",\"Debit card, male (% age 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.3\",\"Debit card, female (% age 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.4\",\"Debit card, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents with a debit card (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.5\",\"Debit card, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents with a debit card (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.6\",\"Debit card, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.7\",\"Debit card, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.8\",\"Debit card, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11626.9\",\"Debit card, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a debit card (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.1\",\"Credit card (% age 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.10\",\"Credit card, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.2\",\"Credit card, male (% age 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.3\",\"Credit card, female (% age 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.4\",\"Credit card, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents with a credit card (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.5\",\"Credit card, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents with a credit card (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.6\",\"Credit card, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.7\",\"Credit card, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.8\",\"Credit card, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11627.9\",\"Credit card, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents with a credit card (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11628.1.1\",\"Deposits in a typical month: 0 (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making zero deposits into their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is put into account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11628.2.1\",\"Deposits in a typical month: 1 or 2 (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making 1 to 2 deposits into their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is put into account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11628.3.1\",\"Deposits in a typical month: 3+ (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making 3 or more deposits into their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is put into account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11628_9.1.1\",\"Deposits and withdrawals in a typical month: 0 (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making zero deposits into or zero withdrawals from their personal account(s) in a typical month (also called “inactive account”). This includes cash or electronic deposits, or any time money is put into or removed from account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11629.1.1\",\"Withdrawals in a typical month: 0 (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making zero withdrawals from their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is removed from account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11629.2.1\",\"Withdrawals in a typical month: 1 or 2 (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making 1 to 2 withdrawals from their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is removed from account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11629.3.1\",\"Withdrawals in a typical month: 3+ (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report making 3 or more withdrawals from their personal account(s) in a typical month. This includes cash or electronic deposits, or any time money is removed from account(s) by self or others (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11630.1.1\",\"Main mode of withdrawal: ATM (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report utilizing an automated teller machine (ATM) as their usual mode of access to get cash (paper or coins) from their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11630.2.1\",\"Main mode of withdrawal: bank teller (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report transacting with a teller over the counter in a branch of their bank or financial institution as their usual mode of access to get cash (paper or coins) from their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11630.3.1\",\"Main mode of withdrawal: retail store (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report transacting with someone over the counter at a retail store as their usual mode of access to get cash (paper or coins) from their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11630.4.1\",\"Main mode of withdrawal: bank agent (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report utilizing some other person who is associated with their bank or financial institution as their usual mode of access to get cash (paper or coins) from their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11631.1.1\",\"Main mode of deposit: ATM (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report utilizing an automated teller machine (ATM) as their usual mode of access to put cash (paper or coins) into their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11631.2.1\",\"Main mode of deposit: bank teller (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report transacting with a teller over the counter in a branch of their bank or financial institution as their usual mode of access to put cash (paper or coins) into their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11631.3.1\",\"Main mode of deposit: retail store (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report transacting with someone over the counter at a retail store as their usual mode of access to put cash (paper or coins) into their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11631.4.1\",\"Main mode of deposit: bank agent (% with an account, age 15+) [w1]\",\"Denotes the percentage of respondents with an account at a formal financial institution who report utilizing some other person who is associated with their bank or financial institution as their usual mode of access to put cash (paper or coins) into their account(s) (% age 15+, with an account). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.1\",\"Used checks to make payments (% age 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.10\",\"Used checks to make payments, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.2\",\"Used checks to make payments, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.3\",\"Used checks to make payments, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.4\",\"Used checks to make payments, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.5\",\"Used checks to make payments, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.6\",\"Used checks to make payments, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.7\",\"Used checks to make payments, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.8\",\"Used checks to make payments, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11632.9\",\"Used checks to make payments, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used checks in the past 12 months to make payments on bills or to buy things using money from their accounts (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.1\",\"Used electronic payments to make payments (% age 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.10\",\"Used electronic payments to make payments, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.2\",\"Used electronic payments to make payments, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.3\",\"Used electronic payments to make payments, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.4\",\"Used electronic payments to make payments, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.5\",\"Used electronic payments to make payments, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.6\",\"Used electronic payments to make payments, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.7\",\"Used electronic payments to make payments, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.8\",\"Used electronic payments to make payments, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11633.9\",\"Used electronic payments to make payments, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who used electronic payments (payments that one makes or that are made automatically including wire transfers or payments made online) in the past 12 months to make payments on bills or to buy things using money from their accounts (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.1\",\"Used an account at a financial institution to receive wages (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.10\",\"Used an account at a financial institution to receive wages, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.2\",\"Used an account at a financial institution to receive wages, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.3\",\"Used an account at a financial institution to receive wages, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.4\",\"Used an account at a financial institution to receive wages, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.5\",\"Used an account at a financial institution to receive wages, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.6\",\"Used an account at a financial institution to receive wages, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.7\",\"Used an account at a financial institution to receive wages, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.8\",\"Used an account at a financial institution to receive wages, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11634.9\",\"Used an account at a financial institution to receive wages, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments for work or from selling goods in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.1\",\"Used an account at a financial institution to receive government transfers (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.10\",\"Used an account at a financial institution to receive government transfers, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.2\",\"Used an account at a financial institution to receive government transfers, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.3\",\"Used an account at a financial institution to receive government transfers, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.4\",\"Used an account at a financial institution to receive government transfers, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.5\",\"Used an account at a financial institution to receive government transfers, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.6\",\"Used an account at a financial institution to receive government transfers, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.7\",\"Used an account at a financial institution to receive government transfers, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.8\",\"Used an account at a financial institution to receive government transfers, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11635.9\",\"Used an account at a financial institution to receive government transfers, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money or payments from the government in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.1\",\"Used an account at a financial institution to receive remittances (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.10\",\"Used an account at a financial institution to receive remittances, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.2\",\"Used an account at a financial institution to receive remittances, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.3\",\"Used an account at a financial institution to receive remittances, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.4\",\"Used an account at a financial institution to receive remittances, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.5\",\"Used an account at a financial institution to receive remittances, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.6\",\"Used an account at a financial institution to receive remittances, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.7\",\"Used an account at a financial institution to receive remittances, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.8\",\"Used an account at a financial institution to receive remittances, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11636.9\",\"Used an account at a financial institution to receive remittances, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to receive money from family members living elsewhere in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.1\",\"Used an account at a financial institution to send remittances (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.10\",\"Used an account at a financial institution to send remittances, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.2\",\"Used an account at a financial institution to send remittances, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.3\",\"Used an account at a financial institution to send remittances, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.4\",\"Used an account at a financial institution to send remittances, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.5\",\"Used an account at a financial institution to send remittances, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.6\",\"Used an account at a financial institution to send remittances, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.7\",\"Used an account at a financial institution to send remittances, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.8\",\"Used an account at a financial institution to send remittances, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11637.9\",\"Used an account at a financial institution to send remittances, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using their accounts at a formal financial institution to send money to family members living elsewhere in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.1\",\"Saved any money in the past year (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.10\",\"Saved any money in the past year, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.2\",\"Saved any money in the past year, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.3\",\"Saved any money in the past year, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.4\",\"Saved any money in the past year, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.5\",\"Saved any money in the past year, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.6\",\"Saved any money in the past year, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.7\",\"Saved any money in the past year, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.8\",\"Saved any money in the past year, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11645.9\",\"Saved any money in the past year, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.1\",\"Saved for future expenses (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.10\",\"Saved for future expenses, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.2\",\"Saved for future expenses, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.3\",\"Saved for future expenses, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.4\",\"Saved for future expenses, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.5\",\"Saved for future expenses, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.6\",\"Saved for future expenses, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.7\",\"Saved for future expenses, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.8\",\"Saved for future expenses, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11646.9\",\"Saved for future expenses, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving for expenses in the future such as education, a wedding, or a big purchase in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.1\",\"Saved for emergencies (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.10\",\"Saved for emergencies, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.2\",\"Saved for emergencies, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.3\",\"Saved for emergencies, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.4\",\"Saved for emergencies, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.5\",\"Saved for emergencies, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.6\",\"Saved for emergencies, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.7\",\"Saved for emergencies, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.8\",\"Saved for emergencies, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11647.9\",\"Saved for emergencies, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having saved for emergencies or a time when they expect to have less income in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.1\",\"Saved at a financial institution in the past year (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.10\",\"Saved at a financial institution in the past year, rural (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.2\",\"Saved at a financial institution in the past year, male (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.3\",\"Saved at a financial institution in the past year, female (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.4\",\"Saved at a financial institution in the past year, young adults (% ages 15-24)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.5\",\"Saved at a financial institution in the past year, older adults (% age 25+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.6\",\"Saved at a financial institution, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.7\",\"Saved at a financial institution, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.8\",\"Saved at a financial institution in the past year, income quintiles I (lowest) and II (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11648.9\",\"Saved at a financial institution in the past year, income quintiles III, IV, and V (highest) (% age 15+)\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an account at a formal financial institution such as a bank, credit union, microfinance institution, or cooperative in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.1\",\"Saved using a savings club or a person outside the family (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.10\",\"Saved using a savings club or a person outside the family, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.2\",\"Saved using a savings club or a person outside the family, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.3\",\"Saved using a savings club or a person outside the family, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.4\",\"Saved using a savings club or a person outside the family, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.5\",\"Saved using a savings club or a person outside the family, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.6\",\"Saved using a savings club or a person outside the family, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.7\",\"Saved using a savings club or a person outside the family, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.8\",\"Saved using a savings club or a person outside the family, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11649.9\",\"Saved using a savings club or a person outside the family, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report saving or setting aside any money by using an informal savings club or a person outside the family in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.1\",\"Loan from a financial institution in the past year (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.10\",\"Loan from a financial institution in the past year, rural (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.2\",\"Loan from a financial institution in the past year, male (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.3\",\"Loan from a financial institution in the past year, female (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.4\",\"Loan from a financial institution in the past year, young adults (% ages 15-24)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.5\",\"Loan from a financial institution in the past year, older adults (% age 25+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.6\",\"Borrowed from a financial institution, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.7\",\"Borrowed from a financial institution, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.8\",\"Loan from a financial institution in the past year, income quintiles I (lowest) and II (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651.9\",\"Loan from a financial institution in the past year, income quintiles III, IV, and V (highest) (% age 15+)\",\"Denotes the percentage of respondents who report borrowing any money from a bank, credit union, microfinance institution, or another financial institution such as a cooperative in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.2\",\"Loan in the past year, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.3\",\"Loan in the past year, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.4\",\"Loan in the past year, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.5\",\"Loan in the past year, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.6\",\"Loan in the past year, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.7\",\"Loan in the past year, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.8\",\"Loan in the past year, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11651_5.9\",\"Loan in the past year, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from any of the following sources: a formal financial institution, a store by using installment credit, family or friends, employer, or another private lender (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.1\",\"Borrowed from a store by buying on credit (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.10\",\"Borrowed from a store by buying on credit, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.2\",\"Borrowed from a store by buying on credit, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.3\",\"Borrowed from a store by buying on credit, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.4\",\"Borrowed from a store by buying on credit, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.5\",\"Borrowed from a store by buying on credit, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.6\",\"Borrowed from a store by buying on credit, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.7\",\"Borrowed from a store by buying on credit, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.8\",\"Borrowed from a store by buying on credit, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11652.9\",\"Borrowed from a store by buying on credit, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who borrowed any money in the past 12 months from a store by using installment credit or buying on credit (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.1\",\"Borrowed from family or friends (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.10\",\"Borrowed from family or friends, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.2\",\"Borrowed from family or friends, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.3\",\"Borrowed from family or friends, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.4\",\"Borrowed from family or friends, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.5\",\"Borrowed from family or friends, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.6\",\"Borrowed from family or friends, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.7\",\"Borrowed from family or friends, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.8\",\"Borrowed from family or friends, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11653.9\",\"Borrowed from family or friends, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from family or friends in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.1\",\"Borrowed from an employer (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.10\",\"Borrowed from an employer, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.2\",\"Borrowed from an employer, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.3\",\"Borrowed from an employer, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.4\",\"Borrowed from an employer, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.5\",\"Borrowed from an employer, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.6\",\"Borrowed from an employer, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.7\",\"Borrowed from an employer, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.8\",\"Borrowed from an employer, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11654.9\",\"Borrowed from an employer, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from an employer in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.1\",\"Borrowed from a private informal lender (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.10\",\"Borrowed from a private informal lender, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.2\",\"Borrowed from a private informal lender, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.3\",\"Borrowed from a private informal lender, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.4\",\"Borrowed from a private informal lender, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.5\",\"Borrowed from a private informal lender, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.6\",\"Borrowed from a private informal lender, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.7\",\"Borrowed from a private informal lender, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.8\",\"Borrowed from a private informal lender, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11655.9\",\"Borrowed from a private informal lender, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report borrowing any money from a private lender in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.1\",\"Outstanding loan to purchase a home (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.10\",\"Outstanding loan to purchase a home, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.2\",\"Outstanding loan to purchase a home, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.3\",\"Outstanding loan to purchase a home, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.4\",\"Outstanding loan to purchase a home, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.5\",\"Outstanding loan to purchase a home, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.6\",\"Outstanding loan to purchase a home, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.7\",\"Outstanding loan to purchase a home, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.8\",\"Outstanding loan to purchase a home, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11656.9\",\"Outstanding loan to purchase a home, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase their home or apartment (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.1\",\"Personally paid for health insurance (% age 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.10\",\"Personally paid for health insurance, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.2\",\"Personally paid for health insurance, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.3\",\"Personally paid for health insurance, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.4\",\"Personally paid for health insurance, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.5\",\"Personally paid for health insurance, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.6\",\"Personally paid for health insurance, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.7\",\"Personally paid for health insurance, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.8\",\"Personally paid for health insurance, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11658.9\",\"Personally paid for health insurance, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who currently have health or medical insurance (in addition to national health insurance) and who personally purchased this insurance (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11659.1\",\"Purchased agriculture insurance (% working in agriculture, age 15+) [w1]\",\"Denotes the percentage of respondents who are farming, fishing or forestry workers and in the past 12 months have personally paid for crop, rainfall, or livestock insurance (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.1\",\"Outstanding loan for home construction (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.10\",\"Outstanding loan for home construction, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.2\",\"Outstanding loan for home construction, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.3\",\"Outstanding loan for home construction, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.4\",\"Outstanding loan for home construction, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.5\",\"Outstanding loan for home construction, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.6\",\"Outstanding loan for home construction, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.7\",\"Outstanding loan for home construction, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.8\",\"Outstanding loan for home construction, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11668.9\",\"Outstanding loan for home construction, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to purchase materials or services to build, extend, or renovate their home or apartment (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.1\",\"Outstanding loan to pay school fees (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.10\",\"Outstanding loan to pay school fees, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.2\",\"Outstanding loan to pay school fees, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.3\",\"Outstanding loan to pay school fees, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.4\",\"Outstanding loan to pay school fees, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.5\",\"Outstanding loan to pay school fees, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.6\",\"Outstanding loan to pay school fees, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.7\",\"Outstanding loan to pay school fees, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.8\",\"Outstanding loan to pay school fees, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11669.9\",\"Outstanding loan to pay school fees, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan to pay for school fees (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.1\",\"Outstanding loan for health or emergencies (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.10\",\"Outstanding loan for health or emergencies, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.2\",\"Outstanding loan for health or emergencies, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.3\",\"Outstanding loan for health or emergencies, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.4\",\"Outstanding loan for health or emergencies, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.5\",\"Outstanding loan for health or emergencies, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.6\",\"Outstanding loan for health or emergencies, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.7\",\"Outstanding loan for health or emergencies, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.8\",\"Outstanding loan for health or emergencies, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11670.9\",\"Outstanding loan for health or emergencies, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for emergency or health purposes (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.1\",\"Outstanding loan for funerals or weddings (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.10\",\"Outstanding loan for funerals or weddings, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.2\",\"Outstanding loan for funerals or weddings, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.3\",\"Outstanding loan for funerals or weddings, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.4\",\"Outstanding loan for funerals or weddings, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.5\",\"Outstanding loan for funerals or weddings, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.6\",\"Outstanding loan for funerals or weddings, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.7\",\"Outstanding loan for funerals or weddings, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.8\",\"Outstanding loan for funerals or weddings, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11671.9\",\"Outstanding loan for funerals or weddings, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report having an outstanding loan for a funeral or wedding (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.1\",\"Mobile phone used to pay bills (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.10\",\"Mobile phone used to pay bills, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.2\",\"Mobile phone used to pay bills, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.3\",\"Mobile phone used to pay bills, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.4\",\"Mobile phone used to pay bills, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.5\",\"Mobile phone used to pay bills, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.6\",\"Mobile phone used to pay bills, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.7\",\"Mobile phone used to pay bills, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.8\",\"Mobile phone used to pay bills, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11672.9\",\"Mobile phone used to pay bills, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to pay bills in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.1\",\"Mobile phone used to send money (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.10\",\"Mobile phone used to send money, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.2\",\"Mobile phone used to send money, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.3\",\"Mobile phone used to send money, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.4\",\"Mobile phone used to send money, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.5\",\"Mobile phone used to send money, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.6\",\"Mobile phone used to send money, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.7\",\"Mobile phone used to send money, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.8\",\"Mobile phone used to send money, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11673.9\",\"Mobile phone used to send money, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to send money in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.1\",\"Mobile phone used to receive money (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (% age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.10\",\"Mobile phone used to receive money, rural (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (rural, % age 15+ ). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.2\",\"Mobile phone used to receive money, male (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (male, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.3\",\"Mobile phone used to receive money, female (% age 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (female, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.4\",\"Mobile phone used to receive money, young adults (% ages 15-24) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (% ages 15-24). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.5\",\"Mobile phone used to receive money, older adults (% ages 25+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (% age 25+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.6\",\"Mobile phone used to receive money, primary education or less (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (primary education or less, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.7\",\"Mobile phone used to receive money, secondary education or more (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (secondary education or more, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.8\",\"Mobile phone used to receive money, income, poorest 40% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (income, poorest 40%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP11674.9\",\"Mobile phone used to receive money, income, richest 60% (% ages 15+) [w1]\",\"Denotes the percentage of respondents who report using a mobile phone to receive money in the past 12 months (income, richest 60%, % age 15+). [w1: data are available for wave 1].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt and Klapper, 2012\"\n\"WP14887_7.1\",\"Account at a financial institution (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.10\",\"Account at a financial institution, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.2\",\"Account at a financial institution, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.3\",\"Account at a financial institution, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.4\",\"Account at a financial institution, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.5\",\"Account at a financial institution, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.6\",\"Account at a financial institution, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.7\",\"Account at a financial institution, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.8\",\"Account at a financial institution, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_7.9\",\"Account at a financial institution, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; or receiving wages or government transfers into a card in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.1\",\"Account (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account or through a mobile phone at a financial institution in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.10\",\"Account, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.2\",\"Account, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.3\",\"Account, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.4\",\"Account, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.5\",\"Account, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.6\",\"Account, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.7\",\"Account, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.8\",\"Account, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14887_a.9\",\"Account, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an account (by themselves or together with someone else) at a bank or another type of financial institution; having a debit card in their own name; receiving wages, government transfers, or payments for agricultural products into an account at a financial institution or through a mobile phone in the past 12 months; paying utility bills or school fees from an account at a financial institution in the past 12 months; receiving wages or government transfers into a card in the past 12 months; or personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.1\",\"Debit card (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.10\",\"Debit card, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.2\",\"Debit card, male (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.3\",\"Debit card, female (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.4\",\"Debit card, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents with a debit card (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.5\",\"Debit card, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents with a debit card (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.6\",\"Debit card, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.7\",\"Debit card, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.8\",\"Debit card, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14888.9\",\"Debit card, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.1\",\"Debit card in own name (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.10\",\"Debit card in own name, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.2\",\"Debit card in own name, male (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.3\",\"Debit card in own name, female (% age 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.4\",\"Debit card in own name, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.5\",\"Debit card in own name, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.6\",\"Debit card in own name, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.7\",\"Debit card in own name, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.8\",\"Debit card in own name, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14889.9\",\"Debit card in own name, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a debit card linked to an account with their name on it (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.1\",\"Debit card used in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.10\",\"Debit card used in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.2\",\"Debit card used in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.3\",\"Debit card used in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.4\",\"Debit card used in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.5\",\"Debit card used in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.6\",\"Debit card used in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.7\",\"Debit card used in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.8\",\"Debit card used in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14890.9\",\"Debit card used in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own debit card directly to make a purchase in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.1\",\"Credit card (% age 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.10\",\"Credit card, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.2\",\"Credit card, male (% age 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.3\",\"Credit card, female (% age 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.4\",\"Credit card, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents with a credit card (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.5\",\"Credit card, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents with a credit card (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.6\",\"Credit card, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.7\",\"Credit card, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.8\",\"Credit card, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14891.9\",\"Credit card, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents with a credit card (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.1\",\"Credit card used in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.10\",\"Credit card used in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.2\",\"Credit card used in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.3\",\"Credit card used in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.4\",\"Credit card used in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.5\",\"Credit card used in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.6\",\"Credit card used in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.7\",\"Credit card used in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.8\",\"Credit card used in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14892.9\",\"Credit card used in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report using their own credit card in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.1\",\"Used the Internet to pay bills or buy things (% age 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.10\",\"Used the Internet to pay bills or buy things, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.2\",\"Used the Internet to pay bills or buy things, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.3\",\"Used the Internet to pay bills or buy things, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.4\",\"Used the Internet to pay bills or buy things, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.5\",\"Used the Internet to pay bills or buy things, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.6\",\"Used the Internet to pay bills or buy things, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.7\",\"Used the Internet to pay bills or buy things, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.8\",\"Used the Internet to pay bills or buy things, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14910.9\",\"Used the Internet to pay bills or buy things, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report paying bills or making purchases online using the Internet in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.1\",\"Saved to start, operate, or expand a farm or business (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.10\",\"Saved to start, operate, or expand a farm or business, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.2\",\"Saved to start, operate, or expand a farm or business, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.3\",\"Saved to start, operate, or expand a farm or business, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.4\",\"Saved to start, operate, or expand a farm or business, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.5\",\"Saved to start, operate, or expand a farm or business, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.6\",\"Saved to start, operate, or expand a farm or business, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.7\",\"Saved to start, operate, or expand a farm or business, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.8\",\"Saved to start, operate, or expand a farm or business, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14911.9\",\"Saved to start, operate, or expand a farm or business, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months to start, operate, or expand a farm or business (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.1\",\"Saved for old age (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.10\",\"Saved for old age, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.2\",\"Saved for old age, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.3\",\"Saved for old age, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.4\",\"Saved for old age, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.5\",\"Saved for old age, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.6\",\"Saved for old age, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.7\",\"Saved for old age, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.8\",\"Saved for old age, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14912.9\",\"Saved for old age, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for old age (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.1\",\"Saved any money in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.10\",\"Saved any money in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.2\",\"Saved any money in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.3\",\"Saved any money in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.4\",\"Saved any money in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.5\",\"Saved any money in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.6\",\"Saved any money in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.7\",\"Saved any money in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.8\",\"Saved any money in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14914_6.9\",\"Saved any money in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally saving or setting aside any money for any reason and using any mode of saving in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.1\",\"Borrowed from a financial institution (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.10\",\"Borrowed from a financial institution, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.2\",\"Borrowed from a financial institution, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.3\",\"Borrowed from a financial institution, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.4\",\"Borrowed from a financial institution, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.5\",\"Borrowed from a financial institution, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.6\",\"Borrowed from a financial institution, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.7\",\"Borrowed from a financial institution, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.8\",\"Borrowed from a financial institution, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14917.9\",\"Borrowed from a financial institution, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a bank or another type of financial institution. This does not include the use of credit cards (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.1\",\"Borrowed from a store by buying on credit (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.10\",\"Borrowed from a store by buying on credit, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.2\",\"Borrowed from a store by buying on credit, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.3\",\"Borrowed from a store by buying on credit, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.4\",\"Borrowed from a store by buying on credit, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.5\",\"Borrowed from a store by buying on credit, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.6\",\"Borrowed from a store by buying on credit, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.7\",\"Borrowed from a store by buying on credit, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.8\",\"Borrowed from a store by buying on credit, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14918.9\",\"Borrowed from a store by buying on credit, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a store by using installment credit or buying on credit (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.1\",\"Borrowed from family or friends (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.10\",\"Borrowed from family or friends, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.2\",\"Borrowed from family or friends, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.3\",\"Borrowed from family or friends, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.4\",\"Borrowed from family or friends, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.5\",\"Borrowed from family or friends, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.6\",\"Borrowed from family or friends, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.7\",\"Borrowed from family or friends, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.8\",\"Borrowed from family or friends, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14919.9\",\"Borrowed from family or friends, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from family, relatives, or friends (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.1\",\"Borrowed from a private informal lender (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.10\",\"Borrowed from a private informal lender, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.2\",\"Borrowed from a private informal lender, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.3\",\"Borrowed from a private informal lender, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.4\",\"Borrowed from a private informal lender, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.5\",\"Borrowed from a private informal lender, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.6\",\"Borrowed from a private informal lender, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.7\",\"Borrowed from a private informal lender, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.8\",\"Borrowed from a private informal lender, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14920.9\",\"Borrowed from a private informal lender, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) from a private informal lender (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.1\",\"Borrowed for education or school fees (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.10\",\"Borrowed for education or school fees, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.2\",\"Borrowed for education or school fees, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.3\",\"Borrowed for education or school fees, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.4\",\"Borrowed for education or school fees, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.5\",\"Borrowed for education or school fees, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.6\",\"Borrowed for education or school fees, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.7\",\"Borrowed for education or school fees, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.8\",\"Borrowed for education or school fees, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14921.9\",\"Borrowed for education or school fees, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for education or school fees (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.1\",\"Borrowed for health or medical purposes (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.10\",\"Borrowed for health or medical purposes, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.2\",\"Borrowed for health or medical purposes, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.3\",\"Borrowed for health or medical purposes, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.4\",\"Borrowed for health or medical purposes, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.5\",\"Borrowed for health or medical purposes, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.6\",\"Borrowed for health or medical purposes, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.7\",\"Borrowed for health or medical purposes, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.8\",\"Borrowed for health or medical purposes, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14922.9\",\"Borrowed for health or medical purposes, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) for health or medical purposes (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.1\",\"Borrowed to start, operate, or expand a farm or business (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.10\",\"Borrowed to start, operate, or expand a farm or business, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.2\",\"Borrowed to start, operate, or expand a farm or business, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.3\",\"Borrowed to start, operate, or expand a farm or business, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.4\",\"Borrowed to start, operate, or expand a farm or business, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.5\",\"Borrowed to start, operate, or expand a farm or business, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.6\",\"Borrowed to start, operate, or expand a farm or business, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.7\",\"Borrowed to start, operate, or expand a farm or business, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.8\",\"Borrowed to start, operate, or expand a farm or business, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14923.9\",\"Borrowed to start, operate, or expand a farm or business, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money in the past 12 months (by themselves or together with someone else) to start, operate, or expand a farm or business (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.1\",\"Borrowed any money in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.10\",\"Borrowed any money in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.2\",\"Borrowed any money in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.3\",\"Borrowed any money in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.4\",\"Borrowed any money in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.5\",\"Borrowed any money in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.6\",\"Borrowed any money in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.7\",\"Borrowed any money in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.8\",\"Borrowed any money in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14924_8.9\",\"Borrowed any money in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report borrowing any money (by themselves or together with someone else) for any reason and from any source in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.1\",\"Coming up with emergency funds: very possible (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.10\",\"Coming up with emergency funds: very possible, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.2\",\"Coming up with emergency funds: very possible, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.3\",\"Coming up with emergency funds: very possible, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.4\",\"Coming up with emergency funds: very possible, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.5\",\"Coming up with emergency funds: very possible, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.6\",\"Coming up with emergency funds: very possible, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.7\",\"Coming up with emergency funds: very possible, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.8\",\"Coming up with emergency funds: very possible, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.1.9\",\"Coming up with emergency funds: very possible, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.1\",\"Coming up with emergency funds: somewhat possible (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.10\",\"Coming up with emergency funds: somewhat possible, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.2\",\"Coming up with emergency funds: somewhat possible, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.3\",\"Coming up with emergency funds: somewhat possible, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.4\",\"Coming up with emergency funds: somewhat possible, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.5\",\"Coming up with emergency funds: somewhat possible, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.6\",\"Coming up with emergency funds: somewhat possible, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.7\",\"Coming up with emergency funds: somewhat possible, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.8\",\"Coming up with emergency funds: somewhat possible, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.2.9\",\"Coming up with emergency funds: somewhat possible, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is somewhat possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.1\",\"Coming up with emergency funds: not very possible (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.10\",\"Coming up with emergency funds: not very possible, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.2\",\"Coming up with emergency funds: not very possible, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.3\",\"Coming up with emergency funds: not very possible, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.4\",\"Coming up with emergency funds: not very possible, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.5\",\"Coming up with emergency funds: not very possible, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.6\",\"Coming up with emergency funds: not very possible, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.7\",\"Coming up with emergency funds: not very possible, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.8\",\"Coming up with emergency funds: not very possible, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.3.9\",\"Coming up with emergency funds: not very possible, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not very possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.1\",\"Coming up with emergency funds: not at all possible (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.10\",\"Coming up with emergency funds: not at all possible, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.2\",\"Coming up with emergency funds: not at all possible, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.3\",\"Coming up with emergency funds: not at all possible, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.4\",\"Coming up with emergency funds: not at all possible, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.5\",\"Coming up with emergency funds: not at all possible, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.6\",\"Coming up with emergency funds: not at all possible, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.7\",\"Coming up with emergency funds: not at all possible, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.8\",\"Coming up with emergency funds: not at all possible, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14926.4.9\",\"Coming up with emergency funds: not at all possible, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report that in case of an emergency it is not at all possible for them to come up with 1/20 of GNI per capita in local currency within the next month (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.1.1\",\"Main source of emergency funds: savings (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose savings as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.2.1\",\"Main source of emergency funds: family or friends (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose family, relatives, or friends as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.3.1\",\"Main source of emergency funds: work or loan from employer (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose money from working or a loan from an employer as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.4.1\",\"Main source of emergency funds: financial institution or credit card (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose a credit card or borrowing from a bank or another type of financial institution as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.5.1\",\"Main source of emergency funds: private informal lender (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose a private informal lender as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14927.6.1\",\"Main source of emergency funds: other (% able to raise funds, age 15+) [w2]\",\"Denotes, among respondents reporting that in case of an emergency it is very possible, somewhat possible, or not very possible for them to come up with 1/20 of GNI per capita in local currency, the percentage who choose some other source as their main source of this money (% able to raise funds, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.1\",\"Sent domestic remittances in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.10\",\"Sent domestic remittances in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.2\",\"Sent domestic remittances in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.3\",\"Sent domestic remittances in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.4\",\"Sent domestic remittances in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.5\",\"Sent domestic remittances in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.6\",\"Sent domestic remittances in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.7\",\"Sent domestic remittances in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.8\",\"Sent domestic remittances in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14928.9\",\"Sent domestic remittances in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country. This can be money they brought themselves or sent in some other way (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.1\",\"Received domestic remittances in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.10\",\"Received domestic remittances in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.2\",\"Received domestic remittances in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.3\",\"Received domestic remittances in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.4\",\"Received domestic remittances in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.5\",\"Received domestic remittances in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.6\",\"Received domestic remittances in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.7\",\"Received domestic remittances in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.8\",\"Received domestic remittances in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14934.9\",\"Received domestic remittances in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any money in the past 12 months from a relative or friend living in a different area of their country. This includes any money received in person (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14936.1\",\"Received domestic remittances: in person and in cash (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any money in the past 12 months from a relative or friend living in a different area of their country, the percentage who received it by having cash handed to them by a relative or friend or by someone else they know (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14937.1\",\"Received domestic remittances: through a financial institution (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any money in the past 12 months from a relative or friend living in a different area of their country, the percentage who received it through a bank or another type of financial institution. This includes at a branch, at an ATM, or through direct deposit into an account, using their own account or someone else's (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14938.1\",\"Received domestic remittances: through a mobile phone (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any money in the past 12 months from a relative or friend living in a different area of their country, the percentage who received it through a mobile phone, using their own account or someone else's (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14939.1\",\"Received domestic remittances: through a money transfer service (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any money in the past 12 months from a relative or friend living in a different area of their country, the percentage who received it through a money transfer operator (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.1\",\"Paid utility bills in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.10\",\"Paid utility bills in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.2\",\"Paid utility bills in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.3\",\"Paid utility bills in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.4\",\"Paid utility bills in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.5\",\"Paid utility bills in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.6\",\"Paid utility bills in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.7\",\"Paid utility bills in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.8\",\"Paid utility bills in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940.9\",\"Paid utility bills in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments in the past 12 months for water, electricity, or trash collection (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.1\",\"Used an account at a financial institution to pay utility bills (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.10\",\"Used an account at a financial institution to pay utility bills, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.2\",\"Used an account at a financial institution to pay utility bills, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.3\",\"Used an account at a financial institution to pay utility bills, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.4\",\"Used an account at a financial institution to pay utility bills, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.5\",\"Used an account at a financial institution to pay utility bills, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.6\",\"Used an account at a financial institution to pay utility bills, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.7\",\"Used an account at a financial institution to pay utility bills, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.8\",\"Used an account at a financial institution to pay utility bills, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_3.9\",\"Used an account at a financial institution to pay utility bills, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection directly from an account at a bank or another type of financial institution (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.1\",\"Used a mobile phone to pay utility bills (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.10\",\"Used a mobile phone to pay utility bills, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.2\",\"Used a mobile phone to pay utility bills, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.3\",\"Used a mobile phone to pay utility bills, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.4\",\"Used a mobile phone to pay utility bills, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.5\",\"Used a mobile phone to pay utility bills, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.6\",\"Used a mobile phone to pay utility bills, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.7\",\"Used a mobile phone to pay utility bills, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.8\",\"Used a mobile phone to pay utility bills, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14940_4.9\",\"Used a mobile phone to pay utility bills, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment in the past 12 months for water, electricity, or trash collection through a mobile phone (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14941.1\",\"Paid utility bills: using cash (% paying utility bills, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments in the past 12 months for water, electricity, or trash collection, the percentage who made these payments using cash (% paying utility bills, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14942.1\",\"Paid utility bills: using an account at a financial institution (% paying utility bills, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments in the past 12 months for water, electricity, or trash collection, the percentage who made these payments directly from an account at a bank or another type of financial institution. This includes using a debit card, a bank transfer, or a check (% paying utility bills, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14943.1\",\"Paid utility bills: using a mobile phone (% paying utility bills, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments in the past 12 months for water, electricity, or trash collection, the percentage who made these payments through a mobile phone (% paying utility bills, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.1\",\"Received wages in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.10\",\"Received wages in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.2\",\"Received wages in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.3\",\"Received wages in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.4\",\"Received wages in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.5\",\"Received wages in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.6\",\"Received wages in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.7\",\"Received wages in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.8\",\"Received wages in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944.9\",\"Received wages in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work. This does not include any money received directly from clients or customers (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.1\",\"Used an account to receive wages (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.10\",\"Used an account to receive wages, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.2\",\"Used an account to receive wages, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.3\",\"Used an account to receive wages, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.4\",\"Used an account to receive wages, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.5\",\"Used an account to receive wages, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.6\",\"Used an account to receive wages, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.7\",\"Used an account to receive wages, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.8\",\"Used an account to receive wages, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14944_3.9\",\"Used an account to receive wages, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving a salary or wages directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14945.1\",\"Received wages: employed in public sector (% wage recipients, age 15+) [w2]\",\"Denotes, among respondents reporting receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work, the percentage who report being employed by the government, military, or public sector (% wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14946.1\",\"Received wages: in cash (% wage recipients, age 15+) [w2]\",\"Denotes, among respondents reporting receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work, the percentage who received this money directly in cash (% wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14947_2.1\",\"Received wages: into an account at a financial institution (% wage recipients, age 15+) [w2]\",\"Denotes, among respondents reporting receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work, the percentage who received this money directly into an account at a bank or another type of financial institution or into a card (% wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14949.1\",\"Received wages: through a mobile phone (% wage recipients, age 15+) [w2]\",\"Denotes, among respondents reporting receiving any money from an employer in the past 12 months in the form of a salary or wages for doing work, the percentage who received this money through a mobile phone (% wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14950.1.1\",\"Received wages: withdraw all right away (% cashless wage recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive wages in the past 12 months, the percentage who report withdrawing or transferring all the money out of the account right away (% cashless wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP14950.2.1\",\"Received wages: withdraw over time as needed (% cashless wage recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive wages in the past 12 months, the percentage who report withdrawing or transferring the money over time as needed (% cashless wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15156.1\",\"Deposit in the past year (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report one or more deposits into their account in the past 12 months. This includes cash or electronic deposits or any time money is transferred into the account by the respondent, an employer, or another person or institution (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15156_8.1\",\"No deposit and no withdrawal in the past year (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report neither a deposit into nor a withdrawal from their account in the past 12 months (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15157.1.1\",\"Deposits in a typical month: 1 or 2 (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that money is deposited into their account one or two times in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15157.2.1\",\"Deposits in a typical month: 3+ (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that money is deposited into their account three or more times in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15157.3.1\",\"Deposits in a typical month: 0 (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that no money is deposited into their account in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15158.1\",\"Withdrawal in the past year (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report one or more withdrawals from their account in the past 12 months. This includes cash or electronic withdrawals or any time money is removed from the account by the respondent, an employer, or another person or institution (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15159.1.1\",\"Withdrawals in a typical month: 1 or 2 (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that money is withdrawn from their account one or two times in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15159.2.1\",\"Withdrawals in a typical month: 3+ (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that money is withdrawn from their account three or more times in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15159.3.1\",\"Withdrawals in a typical month: 0 (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report that no money is withdrawn from their account in a typical month (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15160.1.1\",\"Main mode of withdrawal: ATM (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report usually obtaining cash from their account at an automated teller machine (ATM) (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15160.2.1\",\"Main mode of withdrawal: bank teller (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report usually obtaining cash from their account over the counter in a branch of their financial institution (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15160.3.1\",\"Main mode of withdrawal: bank agent (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report usually obtaining cash from their account from a bank agent who works at a store or goes to their home (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15160.4.1\",\"Main mode of withdrawal: other (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report usually obtaining cash from their account in some other way (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161.1\",\"Made transaction from an account at a financial institution using a mobile phone (% with an account, age 15+) [w2]\",\"Denotes the percentage of respondents with an account at a bank or another type of financial institution who report making a transaction with money from their account using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (% with an account, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.1\",\"Used an account to make a transaction through a mobile phone (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.10\",\"Used an account to make a transaction through a mobile phone, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.2\",\"Used an account to make a transaction through a mobile phone, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.3\",\"Used an account to make a transaction through a mobile phone, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.4\",\"Used an account to make a transaction through a mobile phone, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.5\",\"Used an account to make a transaction through a mobile phone, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.6\",\"Used an account to make a transaction through a mobile phone, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.7\",\"Used an account to make a transaction through a mobile phone, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.8\",\"Used an account to make a transaction through a mobile phone, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15161_1.9\",\"Used an account to make a transaction through a mobile phone, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a transaction with money from their account at a bank or another type of financial institution using a mobile phone in the past 12 months. This can include using a mobile phone to make payments, to make purchases, or to send or receive money (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.1\",\"Mobile account (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.10\",\"Mobile account, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.2\",\"Mobile account, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.3\",\"Mobile account, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.4\",\"Mobile account, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.5\",\"Mobile account, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.6\",\"Mobile account, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.7\",\"Mobile account, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.8\",\"Mobile account, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.9\",\"Mobile account, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"World Development Indicators\",\"Demirguc-Kunt et al., 2015\"\n\"WP15163_4.9\",\"Mobile account, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally using a mobile phone to pay bills or to send or receive money through a GSM Association (GSMA) Mobile Money for the Unbanked (MMU) service in the past 12 months; or receiving wages, government transfers, or payments for agricultural products through a mobile phone in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.1\",\"Saved for education or school fees (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.10\",\"Saved for education or school fees, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.2\",\"Saved for education or school fees, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.3\",\"Saved for education or school fees, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.4\",\"Saved for education or school fees, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.5\",\"Saved for education or school fees, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.6\",\"Saved for education or school fees, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.7\",\"Saved for education or school fees, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.8\",\"Saved for education or school fees, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15164.9\",\"Saved for education or school fees, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months for education or school fees (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.1\",\"Saved at a financial institution (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.10\",\"Saved at a financial institution, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.2\",\"Saved at a financial institution, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.3\",\"Saved at a financial institution, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.4\",\"Saved at a financial institution, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.5\",\"Saved at a financial institution, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.6\",\"Saved at a financial institution, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.7\",\"Saved at a financial institution, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.8\",\"Saved at a financial institution, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15165.9\",\"Saved at a financial institution, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an account at a bank or another type of financial institution (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.1\",\"Saved using a savings club or a person outside the family (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.10\",\"Saved using a savings club or a person outside the family, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.2\",\"Saved using a savings club or a person outside the family, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.3\",\"Saved using a savings club or a person outside the family, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.4\",\"Saved using a savings club or a person outside the family, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.5\",\"Saved using a savings club or a person outside the family, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.6\",\"Saved using a savings club or a person outside the family, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.7\",\"Saved using a savings club or a person outside the family, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.8\",\"Saved using a savings club or a person outside the family, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15166.9\",\"Saved using a savings club or a person outside the family, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report saving or setting aside any money in the past 12 months by using an informal savings club or a person outside the family (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.1\",\"Outstanding mortgage (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.10\",\"Outstanding mortgage, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.2\",\"Outstanding mortgage, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.3\",\"Outstanding mortgage, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.4\",\"Outstanding mortgage, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.5\",\"Outstanding mortgage, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.6\",\"Outstanding mortgage, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.7\",\"Outstanding mortgage, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.8\",\"Outstanding mortgage, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15167.9\",\"Outstanding mortgage, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report having an outstanding loan (by themselves or together with someone else) from a bank or another type of financial institution to purchase a home, an apartment, or land (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15168.1\",\"Sent domestic remittances: in person and in cash (% senders, age 15+) [w2]\",\"Denotes, among respondents reporting personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country, the percentage who did so by handing cash to the recipient or sending it through someone they know (% senders, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15169.1\",\"Sent domestic remittances: through a financial institution (% senders, age 15+) [w2]\",\"Denotes, among respondents reporting personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country, the percentage who sent it through a bank or another type of financial institution. This includes at a branch, at an ATM, or through direct deposit into an account, using their own account or someone else's (% senders, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15170.1\",\"Sent domestic remittances: through a mobile phone (% senders, age 15+) [w2]\",\"Denotes, among respondents reporting personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country, the percentage who sent it through a mobile phone, using their own account or someone else's (% senders, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15171.1\",\"Sent domestic remittances: through a money transfer operator (% senders, age 15+) [w2]\",\"Denotes, among respondents reporting personally giving or sending any of their money in the past 12 months to a relative or friend living in a different area of their country, the percentage who sent it through a money transfer operator (% senders, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.1\",\"Paid school fees in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.10\",\"Paid school fees in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.2\",\"Paid school fees in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.3\",\"Paid school fees in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.4\",\"Paid school fees in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.5\",\"Paid school fees in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.6\",\"Paid school fees in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.7\",\"Paid school fees in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.8\",\"Paid school fees in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172.9\",\"Paid school fees in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally making regular payments for school fees in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.1\",\"Used an account at a financial institution to pay for school fees (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.10\",\"Used an account at a financial institution to pay for school fees, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.2\",\"Used an account at a financial institution to pay for school fees, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.3\",\"Used an account at a financial institution to pay for school fees, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.4\",\"Used an account at a financial institution to pay for school fees, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.5\",\"Used an account at a financial institution to pay for school fees, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.6\",\"Used an account at a financial institution to pay for school fees, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.7\",\"Used an account at a financial institution to pay for school fees, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.8\",\"Used an account at a financial institution to pay for school fees, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_3.9\",\"Used an account at a financial institution to pay for school fees, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees directly from an account at a bank or another type of financial institution in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.1\",\"Used a mobile phone to pay for school fees (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.10\",\"Used a mobile phone to pay for school fees, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.2\",\"Used a mobile phone to pay for school fees, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.3\",\"Used a mobile phone to pay for school fees, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.4\",\"Used a mobile phone to pay for school fees, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.5\",\"Used a mobile phone to pay for school fees, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.6\",\"Used a mobile phone to pay for school fees, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.7\",\"Used a mobile phone to pay for school fees, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.8\",\"Used a mobile phone to pay for school fees, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15172_4.9\",\"Used a mobile phone to pay for school fees, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report making a payment for school fees through a mobile phone in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15173.1\",\"Paid school fees: using cash (% paying school fees, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments for school fees in the past 12 months, the percentage who made these payments using cash (% paying school fees, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15174.1\",\"Paid school fees: using an account at a financial institution (% paying school fees, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments for school fees in the past 12 months, the percentage who made these payments directly from an account at a bank or another type of financial institution. This includes using a debit card, a bank transfer, or a check (% paying school fees, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15175.1\",\"Paid school fees: using a mobile phone (% paying school fees, age 15+) [w2]\",\"Denotes, among respondents reporting personally making regular payments for school fees in the past 12 months, the percentage who made these payments through a mobile phone (% paying school fees, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15176.1.1\",\"Received wages: into a pre-existing account (% cashless wage recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive wages in the past 12 months, the percentage who report having that particular account before they began receiving payments from an employer (% cashless wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15176.2.1\",\"Received wages: into a new but not first account (% cashless wage recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive wages in the past 12 months, the percentage who report having an account before, but opening that particular account to receive payments from an employer (% cashless wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15176.3.1\",\"Received wages: into a new and first account (% cashless wage recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive wages in the past 12 months, the percentage who report opening their first account to receive payments from an employer (% cashless wage recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.1\",\"Received government transfers in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.10\",\"Received government transfers in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.2\",\"Received government transfers in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.3\",\"Received government transfers in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.4\",\"Received government transfers in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.5\",\"Received government transfers in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.6\",\"Received government transfers in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.7\",\"Received government transfers in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.8\",\"Received government transfers in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177.9\",\"Received government transfers in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving any financial support from the government in the past 12 months. This includes payments for educational or medical expenses, unemployment benefits, subsidy payments, or any kind of social benefits. It does not include wages or any payments related to work (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.1\",\"Used an account to receive government transfers (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.10\",\"Used an account to receive government transfers, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.2\",\"Used an account to receive government transfers, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.3\",\"Used an account to receive government transfers, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.4\",\"Used an account to receive government transfers, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.5\",\"Used an account to receive government transfers, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.6\",\"Used an account to receive government transfers, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.7\",\"Used an account to receive government transfers, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.8\",\"Used an account to receive government transfers, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15177_3.9\",\"Used an account to receive government transfers, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report receiving any financial support from the government directly into an account at a bank or another type of financial institution, into a card, or through a mobile phone in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15178.1\",\"Received government transfers: in cash (% transfer recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any financial support from the government in the past 12 months, the percentage who received this financial support directly in cash (% transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15179_2.1\",\"Received government transfers: into an account at a financial institution (% transfer recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any financial support from the government in the past 12 months, the percentage who received this financial support directly into an account at a bank or another type of financial institution or into a card (% transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15181.1\",\"Received government transfers: through a mobile phone (% transfer recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving any financial support from the government in the past 12 months, the percentage who received this financial support through a mobile phone (% non-cash transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15182.1.1\",\"Received government transfers: withdraw all right away (% cashless transfer recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive financial support from the government in the past 12 months, the percentage who report withdrawing or transferring all the money out of the account right away (% cashless transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15182.2.1\",\"Received government transfers: withdraw over time as needed (% cashless transfer recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive financial support from the government in the past 12 months, the percentage who report withdrawing or transferring the money over time as needed (% cashless transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15183.1.1\",\"Received government transfers: into a pre-existing account (% cashless transfer recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive financial support from the government in the past 12 months, the percentage who report having that particular account before they began receiving transfers from the government (% cashless transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15183.2.1\",\"Received government transfers: into a new but not first account (% cashless transfer recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive financial support from the government in the past 12 months, the percentage who report having an account before, but opening that particular account to receive transfers from the government (% cashless transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15183.3.1\",\"Received government transfers: into a new and first account (% cashless transfer recipients, age 15+) [w2]\",\"Denotes, among respondents using an account at a bank or another type of financial institution, a card, or a mobile phone to receive financial support from the government in the past 12 months, the percentage who report opening their first account to receive transfers from the government (% cashless transfer recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.1\",\"Received payments for agricultural products in the past year (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (% age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.10\",\"Received payments for agricultural products in the past year, rural (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (rural, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.2\",\"Received payments for agricultural products in the past year, male (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (male, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.3\",\"Received payments for agricultural products in the past year, female (% age 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (female, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.4\",\"Received payments for agricultural products in the past year, young adults (% ages 15-24) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (% ages 15-24). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.5\",\"Received payments for agricultural products in the past year, older adults (% ages 25+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (% age 25+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.6\",\"Received payments for agricultural products in the past year, primary education or less (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (primary education or less, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.7\",\"Received payments for agricultural products in the past year, secondary education or more (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (secondary education or more, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.8\",\"Received payments for agricultural products in the past year, income, poorest 40% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (income, poorest 40%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15184.9\",\"Received payments for agricultural products in the past year, income, richest 60% (% ages 15+) [w2]\",\"Denotes the percentage of respondents who report personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months (income, richest 60%, % age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15185.1\",\"Received payments for agricultural products: in cash (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months, the percentage who received this money directly in cash (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15186.1\",\"Received payments for agricultural products: into an account at a financial institution (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months, the percentage who received this money directly into an account at a bank or another type of financial institution (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"WP15187.1\",\"Received payments for agricultural products: through a mobile phone (% recipients, age 15+) [w2]\",\"Denotes, among respondents reporting personally receiving money from any source for the sale of agricultural products, crops, produce, or livestock (self- or family-owned) in the past 12 months, the percentage who received this money through a mobile phone (% recipients, age 15+). [w2: data are available for wave 2].\",\"Global Findex ( Global Financial Inclusion database)\",\"Demirguc-Kunt et al., 2015\"\n\"XGDP.23.FSGOV.FDINSTADM.FFD\",\"Government expenditure in secondary institutions education as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital) at a given level of education, expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"XGDP.56.FSGOV.FDINSTADM.FFD\",\"Government expenditure in tertiary institutions as % of GDP (%)\",\"Total general (local, regional and central) government expenditure in educational institutions (current and capital) at a given level of education, expressed as a percentage of GDP. It excludes transfers to private entities such as subsidies to households and students, but includes expenditure funded by transfers from international sources to government. Divide total expenditure in public institutions of a given level of education (ex. primary, secondary, or all levels combined) by the GDP, and multiply by 100. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/\",\"Education Statistics\",\"UNESCO Institute for Statistics\"\n\"ZINC\",\"Zinc, cents/kg, current$\",\"Zinc (LME), high grade, minimum 99.95% purity, settlement price beginning April 1990; previously special high grade, minimum 99.995%, cash prices \",\"Global Economic Monitor (GEM) Commodities\",\"Platts Metals Week, Engineering and Mining Journal; Thomson Reuters Datastream; World Bank.\"\n" }, { "path": "README.md", "content": "# JuliaCourseNotebooks\n\nJupyter notebooks and Juno .jl files for the Julia Scientific Programming course on Coursera\n\nThe recently released version 1.0 of Julia marked a milestone in the development of the language. Julia has been a rapidly evolving language. This creates challenges when teaching Julia. Over the next few weeks and month the course code will be adapted to comply with the changes introduced in Julia 1.0 (0.7).\n\n**Juno** is the integrated development environment (IDE) choice for Julia. It is built on the Atom IDE. As of the time of writing of this README file, Julia Computing still releases version 0.6.4 of Julia. To use Julia 1.0, dowload it from https://julialang.org. Also dowload Atom from https://atom.io In Atom hit the CONTROL key (or COMMAND key on a Mac) and the comma key. This brings up the settings. Under the Install tab search for *uber-juno* which will install the Julia interface for Atom. When this is done, also add the address to the julia 1.0 executable on your computer. Restart ATOM.\n\nWhen creating a new file, save it first, explicitely using the .jl extension. This will tell Atom to use the Julia interface. Have a look at some of the new .jl files added to this repository.\n\nJulia Computing ( https://www.juliacomputing.com ) releases of Julia contains the Juno interface. We will let you know when the 1.0 release goes live.\n" }, { "path": "Week 3_Peer graded quiz on Types.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz for `Types`\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"List the subtypes of the `Real` type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Subtypes of Real\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Create a user-defined type called `MyFloat` with a single field called `x` that is of type `Float64`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a user-defined type called MyFloat with a single field called x of type Float64\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Instantiate the `MyFloat` type with a field values of $ 3 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Instantiate the MyFloat type with a field value of 3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create a user-defined parametrized type called `MyCube` with $ 3 $ fields called `h`, `w`, and `l`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a user-defined parametrized type called MyCube with $ 3 $ fields called h, w, and l.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Instantiate the type `MyCube` with $ 2 $ variables called `cube1` and `cube2`, i.e. `cube1 = MyCube(...`. Pass the field values $ 2 $, $ 3 $, and $ 2 $ to `cube1` and $ 4 $, $ 3 $, and $ 2 $ to `cube2`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create 2 instances of the MyCube type\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Change the `h` field value of `cube1` to $ 3 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Change the h filed value of cube1 to 3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Import the `Base.log` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Import the Base.log function\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Create and external constructor that will specify the `log()` function for an instance of the `MyCube` type as the natural logarithm of the product of the values held in the fields `h`, `w`, and `l`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create and external constructor for the natural logarithm of the volume of an instance of MyCube\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Calculate the `log()` of `cube1`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# The natural log of cube1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Overload the methods of the `+()` function to add the individual field values of $ 2 $ instances of the `MyCube` type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Overload the methods of the +() functions for the MyCube type\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 11\\n\",\n \"\\n\",\n \"Add `cube1` and `cube2`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Add cube1 and cube2\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week 4_Peer graded quiz on Gadfly.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz on Gadfly\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### After importing `Gadfly` and `DataFrames`, answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# using Gadfly, DataFrames;\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"Create a DataFrame called `data` with column names `A`, `B`, `C`, and `D`. Each column should have $ 30 $ values.\\n\",\n \"\\n\",\n \"- For column `A` generate $ 30 $ random values in the range $ 1 : 10 $\\n\",\n \"- For column `B` generate $ 30 $ random values in the range $ 1 : 10 $\\n\",\n \"- For column `C` generate $ 30 $ random values from the choices `P` and `Q`\\n\",\n \"- For column `D` generate $ 30 $ random values from the choices `X`, `Y`, and `Z`\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create the DataFrame called data\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Create a scatter plot from columns `A` and `B` using the point geometry.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a scatter plot using the point geometry\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Change the point marker color to `gray` and increase the size to `5px`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Change the point marker color to gray and the size to 5px\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create a (simple) scatter plot using point geometry using values in columns `A` and `B`, but grouped by the unique elements found in column `C`. Leave all other elements at their default values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a scatter plot using point geometry from the values in columns A and B, grouped by column C\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Receate the plot in *Question 4*, but change the point marker size to `10px`, with colors `#AAAAAA` and `#777777`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 4 with point marker size 10px and colors #AAAAAA and #777777\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Create a box plot of the values in column `A` based on the unique values in column `D`. Render the plot in `grey`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a grey box plot of the values in column A based on the unique values in columns D\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Recreate the plot in Question 6. Increase the spacing to `50px` and add the plot title \\\"`My plot`\\\".\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 6 with increased spacing (50px) and add the title My plot\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Recreate the plot in Question 7 but add a `ygroup` based on the unqiue values in column C.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Recreate the plot in Question 7 but add a ygroup based on the unique values in column C\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Add a new column called `E` and add $ 30 $ values from the standard normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Add column E with 30 values form the standard normal distribution\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Create a density plot using the values in column `E` and draw a vertical line in `red` with size `2px` though the actual mean of the values in column `E`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a density plot from the values in column E and draw a 2px red vertical line through the actual mean\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week 4_Peer graded quiz on data.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Peer-graded quiz for data\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Please note that this notebook was created in Julia version 0.4.6.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Import the following packages and create the DataFrame as indicated.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: Method definition combinations(Any, Integer) in module Base at combinatorics.jl:182 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/combinations.jl:42.\\n\",\n \"WARNING: Method definition permutations(Any) in module Base at combinatorics.jl:219 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:24.\\n\",\n \"WARNING: Method definition partitions(Integer) in module Base at combinatorics.jl:252 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:26.\\n\",\n \"WARNING: Method definition partitions(Integer, Integer) in module Base at combinatorics.jl:318 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:93.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}) in module Base at combinatorics.jl:380 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:158.\\n\",\n \"WARNING: Method definition partitions(AbstractArray{T<:Any, 1}, Int64) in module Base at combinatorics.jl:447 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:228.\\n\",\n \"WARNING: Method definition factorial(#T<:Integer, #T<:Integer) in module Base at combinatorics.jl:56 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:18.\\n\",\n \"WARNING: Method definition factorial(Integer, Integer) in module Base at combinatorics.jl:66 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/factorials.jl:28.\\n\",\n \"WARNING: Method definition parity(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:642 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:221.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:92 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:161.\\n\",\n \"WARNING: Method definition nthperm(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:89 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:157.\\n\",\n \"WARNING: Method definition nthperm!(AbstractArray{T<:Any, 1}, Integer) in module Base at combinatorics.jl:70 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:136.\\n\",\n \"WARNING: Method definition prevprod(Array{Int64, 1}, Any) in module Base at combinatorics.jl:565 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/partitions.jl:354.\\n\",\n \"WARNING: Method definition levicivita(AbstractArray{#T<:Integer, 1}) in module Base at combinatorics.jl:611 overwritten in module Combinatorics at /Users/juanklopper/.julia/v0.4/Combinatorics/src/permutations.jl:188.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using DataFrames, Distributions, HypothesisTests;\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Plots.PlotlyJSBackend()\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots\\n\",\n \"plotlyjs()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"WARNING: New definition \\n\",\n \" +(AbstractArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:106\\n\",\n \"is ambiguous with: \\n\",\n \" +(DataArrays.DataArray, AbstractArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:276.\\n\",\n \"To fix, define \\n\",\n \" +(DataArrays.DataArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury)\\n\",\n \"before the new definition.\\n\",\n \"WARNING: New definition \\n\",\n \" +(AbstractArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury) at /Users/juanklopper/.julia/v0.4/WoodburyMatrices/src/SymWoodburyMatrices.jl:106\\n\",\n \"is ambiguous with: \\n\",\n \" +(DataArrays.AbstractDataArray, AbstractArray) at /Users/juanklopper/.julia/v0.4/DataArrays/src/operators.jl:300.\\n\",\n \"To fix, define \\n\",\n \" +(DataArrays.AbstractDataArray{T<:Any, 2}, WoodburyMatrices.SymWoodbury)\\n\",\n \"before the new definition.\\n\"\n ]\n }\n ],\n \"source\": [\n \"using StatPlots;\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"data = DataFrame(Subject = collect(1:90), Age = rand(18:60, 90), Variable1 = rand(Normal(100, 10), 90),\\n\",\n \"Variable2 = rand(Chisq(5), 90), Variable3 = rand(Exponential(4), 90), Category1 = rand([\\\"X\\\", \\\"R\\\"], 90),\\n\",\n \"Category2 = rand([\\\"I\\\", \\\"II\\\", \\\"III\\\", \\\"IV\\\"], 90),\\n\",\n \"Category3 = rand([\\\"Improved\\\", \\\"Static\\\", \\\"Worsened\\\"], 90));\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### Answer the following questions by creating the appropriate code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 1\\n\",\n \"\\n\",\n \"Use the appropriate function from the `DataFrames` to describe the `Variable1` column.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Describe the values in Variable1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 2\\n\",\n \"\\n\",\n \"Use the appropriate function from the `DataFrames` package to list how many unique values there are in the `Category1` column.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# How many unique value are there in the Category1 column?\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 3\\n\",\n \"\\n\",\n \"Plot a histogram of the values in `Variable3` using 10 bins.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Histogram of Variable3\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 4\\n\",\n \"\\n\",\n \"Create two new DataFrames named `X` and `R` such that each of these sub-DataFrames only have the corresponding data point values in the `Category1` column, i.e. `X = ...`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create three new sub-DataFrames based on the unique values in Category1\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 5\\n\",\n \"\\n\",\n \"Use the `EqualVarianceTTest()` from the `HypothesisTests` package to perform a *t*-test comparing the values in `Variable1` for the null hypothesis stating that there is no difference between the two groups.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# t-Test comparing Variable1 values between groups X and R\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 6\\n\",\n \"\\n\",\n \"Create a scatter plot for `Variable1` and `Variable2` values grouped by `Category1`. Make the title of the plot *My scatter plot*. The markers should be of opacity $ 0.5 $ and size $ 10 $.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Scatter plot of Variable1 against Variable2 grouped by Category1 with maker opacity 0.5 and size 10\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 7\\n\",\n \"\\n\",\n \"Create a sub-DataFrame called `worsened` including only rows indicating `Worsened` in the `Category3` column, i.e. `worsened = ...`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a sub-DataFrame for patients that have worsened according to Category3 values\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 8\\n\",\n \"\\n\",\n \"Calculate the mean and standard deviation of `Variable1` values for patients who have `Worsened` as computer variables `meanw` and `stdw`, i.e. `meanw = ....`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Mean of Variable1 for patients that have worsened\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 9\\n\",\n \"\\n\",\n \"Create a plot of the theoretical distribution using the values for `meanw` and `stdw`. State the `label` value as *Distribution* and provide a unique title to you plot.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# Create a theoretical distribution plot with meanw and stdw\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Question 10\\n\",\n \"\\n\",\n \"Create a **Plotly** account and sign in. Return to your notebook and upload the image in *Question 10* to the **Plotly** cloud for editing. Save the plot by hitting the *Save* button. Share the link to the plot by copying the *share link* in a Markdown cell.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": []\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_1-WhySpecial.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# PROGRAMMING LANGUAGES AND WHY JULIA IS SPECIAL \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lesson

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Comparison with other programming languages](#Comparison-with-other-programming-languages)\\n\",\n \"- [Why Julia is easy to learn](#Why-Julia-is-easy-to-learn)\\n\",\n \"- [Some technical aspects of Julia](#Some-technical-aspects-of-Julia)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lesson, you will be able to: \\n\",\n \"\\n\",\n \"- Say how Julia compares to Python, Matlab, C and Fortran\\n\",\n \"- Say why Julia is easy to learn\\n\",\n \"- List some technical aspects of Julia\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Comparison with other programming languages

\\n\",\n \"\\n\",\n \"#### Julia is easy to learn -- but so are many other languages, for example Python and Matlab\\n\",\n \"\\n\",\n \"#### Julia is fast -- but so are some other languages, notably C and Fortran (terms and condition apply)\\n\",\n \"\\n\",\n \"#### Julia is free -- but so are Python, R and Octave\\n\",\n \"\\n\",\n \"\\n\",\n \".\\n\",\n \"### But Julia is unique in that it is all three: free, fast AND easy to learn\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Why Julia is easy to learn

\\n\",\n \"\\n\",\n \"Basically, Julia is easy to learn because Julia programs are quick to write. The main reason concerns the number of lines of code:\\n\",\n \"\\n\",\n \"***IN JULIA, ONE WRITES ONLY A FEW LINES PER TASK***\\n\",\n \"\\n\",\n \"\\n\",\n \"Computer programs are written to perform tasks. These can be simple, such as computing interest earned, or complex, such as converting speech to text.\\n\",\n \"\\n\",\n \"Julia programs tend to be short. For example, a C program for opening a file and reading its data into computer memory, converting the data to a different format along the way, can be expected to be far longer in C than in Julia.\\n\",\n \"\\n\",\n \"In this it is similar to Python and Matlab.\\n\",\n \"\\n\",\n \"\\n\",\n \"## Speed of execution\\n\",\n \"\\n\",\n \"The speed of a program is quite a tricky thing to measure, what with computers varying a lot in basic processor speed, available memory, coprocessors and other multitasking tricks.\\n\",\n \"\\n\",\n \"Nevertheless, if a task in Python or Matlab is consuming a lot of time (that is, if it runs in minutes or hours rather than milliseconds and seconds), it often runs a lot faster in Julia. There are some benchmark tests to confirm this****. \\n\",\n \"\\n\",\n \"In this it is similar to C and Fortran (see also the remarks below on Julias *type system*).\\n\",\n \"\\n\",\n \"\\n\",\n \"****To be fair, there are Python enthusiasts who declare those tests unreliable and biased.\\n\",\n \"\\n\",\n \"\\n\",\n \"#### It should also be said that slow programs can be written in languages thath are supposed to be fast, and this is true for Julia as well. In this course, we will pay some attention to Julia's type system, which is the heart of most performance issues in Julia. However, the principles and techniques for making the most of Julia's capacity for speed is a subject for a more advanced course than this one.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Some technical aspects of Julia

\\n\",\n \"\\n\",\n \"### Julia is strongly typed and dynamic\\n\",\n \"\\n\",\n \"This combination is unique to Julia. Dynamic languages like Python and Matlab tend to be easy to learn and the programs written in them tend to quite short. Up to now, such languages have only used fairly simple type systems, which meant the programs could not be optimised to make the best possible use of processor capacity.\\n\",\n \"\\n\",\n \"It is the strong and very detailed type system that allows Julia code to run (almost) as fast as C. \\n\",\n \"\\n\",\n \"You will learn about Julia's type system in Lecture 6; we plunge into Julia's dynamic aspect in Lecture 3.\\n\",\n \"\\n\",\n \"### Julia functions have multiple dispatch\\n\",\n \"\\n\",\n \"This is linked to the type system. You will learn about functions in Lectures 8 and 9.\\n\",\n \"\\n\",\n \"### Julia supports parallel programming, is concurrent, and has a data model suitable for huge data sets.\\n\",\n \"\\n\",\n \"All these things means that Julia is especially suitable for distributed and networked computing and data management, and that it scales really well.\\n\",\n \"\\n\",\n \"### Julia interfaces particularly well with other languages\\n\",\n \"\\n\",\n \"These include a nearly-native way of using Python code in Julia and vice versa, a very powerful way of linking Julia with C code, and very natural integration of R and Julia. Other language interfaces are in development.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_2-JuliaBox.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Getting ready---JuliaBox (live programming using a website)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Outcome](#Outcome)\\n\",\n \"- [The JuliaBox website](#The-JuliaBox-website)\\n\",\n \"- [Naming, saving, opening JuliaBox notebooks](#Naming,-saving,-opening-JuliaBox-notebooks)\\n\",\n \"- [A Few More Comments](#A-Few-More-Comments)\\n\",\n \"- [IJulia](#IJulia)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Login to JuliaBox.com\\n\",\n \"- Start a new notebook on JuliaBox.com\\n\",\n \"- Do elementary arithmetic in a JuliaBox.com notebook code cell\\n\",\n \"- Name, save and rename notebooks on JuliaBox.com\\n\",\n \"- Open an existing notebook on JuliaBox.com\\n\",\n \"- (optionally) Install IJulia and run interactive notebooks on your own computer\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The JuliaBox website

\\n\",\n \"\\n\",\n \"If you don't have a GMail account, please create one now. Then login to www.juliabox.com (via GMail). You should see something like this:\\n\",\n \"\\n\",\n \"\\\"(Screenshot\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"Click on the New button (near the top right), selecting Julia 0.4.6 as your kernel. It opens a new tab in your browser, using the name Untitled. It should look like this:\\n\",\n \"\\n\",\n \"\\\"(Screenshot\\n\",\n \"\\n\",\n \"\\n\",\n \"What you see is an empty notebook, with a cell ready to receive input. Note that it is a code cell, indicated by a message in the toolbar at the top of your browser page, and also by the \\\"In [ ]:\\\" to the left of the cell.\\n\",\n \"\\n\",\n \"You will need to ensure that cells with code in them are always code cells. Otherwise they will not do any programming tasks for you.\\n\",\n \"\\n\",\n \"Let's try it out! We'll enter some very elementary arithmetic expressions, and get the notebook to evaluate them by pressing Shift-Enter\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1+1\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"-31\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"2003 * 2016\\n\",\n \"45 - 76\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Note that the elementary arithmetic operators are + - * \\\\ ^ \\n\",\n \"\\n\",\n \"Parentheses should be used when there is any possibility of more than one interpretation.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Naming, saving, opening JuliaBox notebooks

\\n\",\n \"\\n\",\n \"One often wants to save a notebook for future use. JuliaBox gives it the unhelpful name \\\"Untitled\\\", so the first step is to rename your current notebook.\\n\",\n \"\\n\",\n \"To do so, click on File (near the top left), a menu opens, click Rename... and type the name of your choice in the box that opens. Click OK or just hit Enter.\\n\",\n \"\\n\",\n \"Every once in a while you should save the notebook you are currently working on, and also just before closing the notebook and leaving. \\n\",\n \"\\n\",\n \"To save, click on File and in the menu click the Save and Checkpoint option.\\n\",\n \"\\n\",\n \"One should always leave gracefully, if you can. So when done with a notebook, click on File, click on Save and Checkpoint, and then click the Close and Halt option.\\n\",\n \"\\n\",\n \"At any time you wish to, you can open the notebook again. Just go the directory page, which is the very first one that JuliaBox opened for you. It will be there under you name you saved it as. Just click on it, and it opens in its own tab.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

A Few More Comments

\\n\",\n \"\\n\",\n \"### Julia is an interpreted language\\n\",\n \"\\n\",\n \"What you have just seen is a demonstration of how interpreted languages work: the moment they get a complete line of code, they execute it. Python and Matlab are also interpreted languages.\\n\",\n \"\\n\",\n \"This is the opposite of compiled languages like C and Fortran. There, the code has to be compiled before it is run.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Julia as a command line interpreter\\n\",\n \"\\n\",\n \"Actually, the situation here in a notebook is a bit of a luxury: one can put several lines in cell and execute them all at once. From the command line, really one can only execute one line at a time****. In this, it is quite similar to Python and Matlab.\\n\",\n \"\\n\",\n \"****Terms and conditions apply: a single command line entry can look as if it contains several lines. And one can chain several (usually very short) commands on one line.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Code files in Julia\\n\",\n \"\\n\",\n \"Although JuliaBox (equivalently IJulia) is a wonderful environment in which to explore the pleasures of coding in Julia, you should know that many Julia projects consists purely of files that contain lines of Julia code.\\n\",\n \"\\n\",\n \"This of course is how most computer programs are organised.\\n\",\n \"\\n\",\n \"In particular, Julia itself consists of a very basic core, written in C, the Base package, mostly written in Julia, and many extensions, some of them written in other languages but mostly written in Julia. This adds up to many thousands of lines of code, organised in hundreds of files.\\n\",\n \"\\n\",\n \"In this course, we will not require you to write files of Julia code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### The Base package\\n\",\n \"\\n\",\n \"When you start a new notebook on JuliaBox, you have available to you the Base package. But often one wants to do things that are available only in extensions. They then have to be added to your JuliaBox session. We will cover that in Lesson 3, and use several of the extension packages in Lesson 3 and in Lesson 4.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

IJulia

\\n\",\n \"\\n\",\n \"\\n\",\n \"For those of you who have installed Julia on your own local computer, here's how to get interactive notebooks running\\n\",\n \"\\n\",\n \"Step 1: Start Julia, and go to the command line.\\n\",\n \"\\n\",\n \"Step 2: Install IJulia by typing and entering \\\"Pkg.add(\\\"IJulia\\\")\\\".\\n\",\n \"\\n\",\n \"Step 3: Activate IJulia by typing and entering \\\"using IJulia\\\".\\n\",\n \"\\n\",\n \"Step 4: Start up IJulia by typing and entering \\\"notebook()\\\". It opens in a browser (if necessary, starting up the browser).\\n\",\n \"\\n\",\n \"It can be a little unclear how to shut it down. I generally first close the browser window, then return to the Julia terminal and press Ctrl-C. The other way round also works. \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.7\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.7\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_3-REPL.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The Julia REPL: strings, arithmetic

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [The REPL](#The-REPL)\\n\",\n \"- [Further REPL examples](#Further-REPL-examples)\\n\",\n \"- [Points of note](#Points-of-note)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Say what the Julia REPL is and what it does \\n\",\n \"- Understand and use println()\\n\",\n \"- Make strings, and combine them using * and ^\\n\",\n \"- Say what is special about the characters \\\"\\\\\\\" and \\\"$\\\"\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The REPL

\\n\",\n \"\\n\",\n \"The basic process in Julia is the REPL, which stands for \\\"Read-Evaluate-Print Loop\\\".\\n\",\n \"\\n\",\n \"Every time you take a step in Julia (hitting Shift-Enter in JuliaBox, for instance), you run through this loop.\\n\",\n \"\\n\",\n \"Try it: open a new notebook in JuliaBox (just click on New towards the top right), and in the cell (NB! leave it in code mode!) type the line below, then press Shift-Enter.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Hello, world!\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(\\\"Hello, world!\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Famously, the first program in any language. A one-liner. Let's see how it works.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### The \\\"println()\\\" part\\n\",\n \"\\n\",\n \"This is one of Julia's built-in functions. The word \\\"println\\\" is the name of the function, and it points to the code that the function uses to do its work.\\n\",\n \"\\n\",\n \"The parentheses \\\"( )\\\" is how Julia knows that it is dealing with a function. You need to watch carefully for the different kinds of delimiters in Julia. Here, it is \\\"()\\\", which we will call parentheses. Julia also uses \\\"[ ]\\\" which we will call brackets, and \\\"{ }\\\", which we will call braces.\\n\",\n \"\\n\",\n \"If you hadn't noticed, please now realise that the quotation marks in the previous paragraph are NOT part of the delimeters we are talking about, they are just there to indicate that we are talking about the actual signs between the quotation marks. \\n\",\n \"\\n\",\n \"That is, on this course we use quotation marks to show we are not concerned with what the signs between the quotation marks mean, we are just talking about those signs themselves. \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"#### The \\\"Hello, World!\\\" part\\n\",\n \"\\n\",\n \"Whatever is inside the parentheses of a function, is called the *argument* of that function. In this case, you see that the argument is inside quotation marks, and guess what? Yes---the function println() does not care about what the message means, it just puts whatever is inside the quotation marks on the screen.\\n\",\n \"\\n\",\n \"More or less in the way that a telephone needs to be indifferent to what human beings are actually saying ...\\n\",\n \"\\n\",\n \"In particular, println() must treat the argument purely as signs to be printed. By enclosing the message in double quotation marks, you turn it into a string which println() then displays without paying any attention to its contents.\\n\",\n \"\\n\",\n \"In Julia, strings are *immutable*. You can, if you like, use some part of a string, you can put strings together---but you can't actually change a string.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Further REPL examples

\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"5 # this is a comment: the value 5 is entered ... and echoed\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"5+5 # 5+5 is entered, evaluated, and the result is echoed\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"1.2000000000000002\\n\",\n \"16.8 ... evaluated!\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(5-3.8) # println() treats numbers intelligently ... more or less\\n\",\n \"\\n\",\n \"println(5+15-3.2, \\\" ... evaluated!\\\" ) \\n\",\n \" # one can mix numbers and strings in println() \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Hello! My word!\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(\\\"Hello!\\\" * \\\" My word!\\\") # strings are combined using *\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Hello! My word! My word! My word!\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(\\\"Hello!\\\" * \\\" My word!\\\"^3) # strings are repeated using ^\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Points of note

\\n\",\n \"\\n\",\n \"As I said, REPL stands for \\\"Read-Evaluate-Print Loop\\\". It is a feature of dynamic languages such as Julia, Python, and Matlab. \\n\",\n \"\\n\",\n \"Using the acronym REPL just emphasises that a dynamic language continually stands ready to execute one more line of code.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Strings\\n\",\n \"\\n\",\n \"Anything included in double quotes is a string in Julia. Of course, the only things you can include are items you can type out. These include ALMOST all the characters on your keyboard---letters, numbers, quotation marks.\\n\",\n \"\\n\",\n \"For example\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"abc!@#%^ .. kyking:;'<,>.?/\\\"\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"\\\"abc!@#%^ .. kyking:;'<,>.?/\\\" # string of odd characters ...\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The exceptions are the *escape* characters like \\\"\\\\\\\" and \\\"$\\\" (the most important ones for Julia). As follows:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: syntax: incomplete: invalid string syntax\\nwhile loading In[9], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: syntax: incomplete: invalid string syntax\\nwhile loading In[9], in expression starting on line 1\",\n \"\"\n ]\n }\n ],\n \"source\": [\n \"\\\"\\\\\\\" \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Our first bug! It is also a bug if the you try \\\"$\\\". But try \\\"\\\\$\\\" and println(\\\"\\\\$\\\") ... they don't throw any error message, but that doesn't mean they're doing what you want them to!\\n\",\n \"\\n\",\n \"Bugs are a big deal in programming --- some would say the main difference between expert and lay programmers is in how they deal with bugs.\\n\",\n \"\\n\",\n \"Learn to read bug reports, learn to love them. You will certainly see a great many if you carry on programming!\\n\",\n \"\\n\",\n \"The truth is, the error messages that tell you about bugs aren't always that helpful. This is one is not too bad, at least it talks about string syntax, so you know where to look.\\n\",\n \"\\n\",\n \"Incidentally, the interactive notebook can warn you about this particular bug\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: syntax: incomplete: invalid string syntax\\nwhile loading In[24], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: syntax: incomplete: invalid string syntax\\nwhile loading In[24], in expression starting on line 1\",\n \"\"\n ]\n }\n ],\n \"source\": [\n \"println(\\\"\\\\\\\") #note the colour of the closing parenthesis---the argument is not a string\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_4-ArithmeticalExp.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Arithmetical expressions \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [A really simple example](#A-really-simple-example)\\n\",\n \"- [Operator Precedence in Julia](#Operator-Precedence-in-Julia)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Form arithmetical expressions using numbers and operators\\n\",\n \"- State the order of preference of Julia's elementary arithmetical operators\\n\",\n \"- Work out exactly how Julia would evalutate an arithmetical expression\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

A really simple example

\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"-2\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1 - 2 + 3 - 4\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.25\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1 / 2 + 3 / 4\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.05\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1 / (2 + 3) / 4\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.36363636363636365\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1 / (2 + 3 / 4)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.875\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"(1 / 2 + 3 ) / 4\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Operator Precedence in Julia

\\n\",\n \"\\n\",\n \"The plus, minus, multiply and divide operators in Julia are, of course, + - / and *.\\n\",\n \"\\n\",\n \"When several of them occur, it can be ambiguous to the human eye, for example 1 / 2 / 3. From the left, it is a third of one half. From the right, it is one divided by two thirds. So from the left it is 1/6, and from the right it is 3/2.\\n\",\n \"\\n\",\n \"In Julia, though, there is only one way to read it: from the left.\\n\",\n \"\\n\",\n \"Likewise, from the left, 2 - 3 + 4 is 3, from the right it is -5, and in Julia it can only be 3.\\n\",\n \"\\n\",\n \"Similarly, 2^3/2 is read as follows: first the ^ operator makes 2^3 into 8, and then division by 2 makes it 4. To get the other possibility, you have to use parentheses, namely 2^(3/2).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"0.16666666666666666\\n\",\n \"3\\n\",\n \"4.0\\n\",\n \"2.82842712474619\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(1/2/3) # remember that println can do simple arithmetic!\\n\",\n \"println(2-3+4)\\n\",\n \"println(2^3/2) # although both inputs are Int64, and the output could be Int64, it is in fact Float64\\n\",\n \"println( 2^(3/2) ) # the extra spaces inside the parenthesis help the human reader\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"\\n\",\n \"\\n\",\n \"In Julia, as in many other languages (in particular Matlab and Python), the order of arithmetical operations is as follows:\\n\",\n \"\\n\",\n \"--- do the insides of parentheses first\\n\",\n \"\\n\",\n \"--- then do exponentiation\\n\",\n \"\\n\",\n \"--- then do multiplication and division, from left to right\\n\",\n \"\\n\",\n \"--- finally, do addition and subtraction, from left to right\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"-11.725000000000001\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Let's do some exercises in this. Predict the output of, then run these expressions\\n\",\n \"0.2 + 0.1 - 3 * 6.7 / 4 - 1 - 2 * 3 #BAD CODE! It mixes types: some Int64, some Float64!!\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"You can really go to town, Julia allows extremely long arithmetical expressions:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.4290565829566904\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \".1010101 ^ 2.33333333 - (17/18/19/20/20) + 1. / (1. + 2. / (1. + 3. / (1. + 5.)))^.1010101 ^ 2.33333333 - (17/18/19/20/20) + 1. / (1. + 2. / (1. + 3. / (1. + 5.)))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_5-LogicalExp.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Logical expressions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Computer logic](#Computer-logic)\\n\",\n \"- [The keywords \\\"true\\\" and \\\"false\\\"](#The-keywords-\\\"true\\\"-and-\\\"false\\\")\\n\",\n \"- [Logical operators and logical expressions](#Logical-operators-and-logical-expressions)\\n\",\n \"- [Comparison operators create \\\"true\\\" or \\\"false\\\"](#Comparison-operators-create-\\\"true\\\"-or-\\\"false\\\")\\n\",\n \"- [Operator precedence for logical expressions](#Operator-precedence-for-logical-expressions)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Say what computer logic is\\n\",\n \"- Explain the role of \\\"true\\\" and \\\"false\\\" in Julia\\n\",\n \"- Form logical expressions using !, && and ||\\n\",\n \"- State the order of preference of Julia's elementary arithmetical operators\\n\",\n \"- Work out exactly how Julia would evalutate an logical expression\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Computer logic

\\n\",\n \"\\n\",\n \"Logic is the study of how to transform true sentences into other true sentences.\\n\",\n \"\\n\",\n \"Famous example 1: Socrates is a man. All men are mortal. Therefore Socrates is mortal.\\n\",\n \"\\n\",\n \"Famous example 2: If it rains, the grass is wet. It is raining. Therefore the grass is wet.\\n\",\n \"\\n\",\n \"This rigid and formal way of working may appear to be inadequate, but computer programs cannot do otherwise.\\n\",\n \"\\n\",\n \"In fact, computer logic is even more limited than the famous examples above: it can only evaluate logical expressions.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The keywords \\\"true\\\" and \\\"false\\\"

\\n\",\n \"\\n\",\n \"In Julia, there are only two logical values: \\\"true\\\" and \\\"false\\\". They are Julia language keywords, which means their meaning is fixed and they can be used for no other purpose.\\n\",\n \"\\n\",\n \"The meaning they have in Julia is pretty much the meaning they have in ordinary human life.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Logical operators and logical expressions

\\n\",\n \"\\n\",\n \"Julia has quite a few logical operators (as do computers languages in general). But three of them are more important than the rest: !, && and ||\\n\",\n \"\\n\",\n \"- ! is the NOT operator\\n\",\n \"- && is the AND operator\\n\",\n \"- || is the OR operator\\n\",\n \"\\n\",\n \"The ! operator changes the truth of whatever it is applied to.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"!true # NOT true is of course false\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"!false # likewise, NOT false is true\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The other two operators combine two logical values, let's call them p and q. They could be something like \\\"Socrates is a man\\\" for p and \\\"Socrates is mortal\\\" for q. \\n\",\n \"\\n\",\n \"The && operator makes a compound statement that is true if and only if both parts are true.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"true && true # compound statement: for p AND q to be true, p must be true, q must also be true\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"false && true # so if one part of an AND compound is false, the compound as a whole is false\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"true && false # it doesn't matter which of the logical values comes first\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"false && false # obviously this must be false\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The || operator needs only one of the parts to be true. Clearly \\\"Black is red OR Julia is a language\\\" is true, but \\\"1 and 1 is seventy OR 10 divided by 2 is zero\\\" is false.\\n\",\n \"\\n\",\n \"In other words, the || operator makes a compound statement that is false if and only if both parts are false.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"true || true # compound statement: for p OR q to be true, one of them has to be true\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"false || true # so if either part is true, the compound statement is true\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"true || false # still true\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"false || false # compound with OR: both parts false means the compound is false.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"In real life, we often reason like this: \\\"Either the train is late or the station clock is wrong\\\". We would then hope to eliminate one of them by showing it is false so the other one is what we go by. For this to work, at least one of them must be true.\\n\",\n \"\\n\",\n \"That is, we reason correctly only in the case that they are not both false. But this is exactly the definition given above: the || operator \\n\",\n \"makes a compound statement that is false if and only if both parts are false.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Comparison operators create \\\"true\\\" or \\\"false\\\"

\\n\",\n \"\\n\",\n \"The basic comparison operators are <, == and >. (NB! Note particularly the == operator!). \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1 < 22 # this is obviously true\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"-10 > 3 # this is obviously false\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"2 == 4-2 # this is obviously true\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \" These operators are used all the time in writing programs. You have to learn them very well!\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

Operator precedence for logical expressions

\\n\",\n \"\\n\",\n \"If you write computer code, you will often have to construct logical expressions very similar to the example of \\\"one plus one is seventy OR 10 divided by 2 is zero\\\". Here is a longer example:\\n\",\n \"\\n\",\n \"3-4 > 1 && 2 + 2 == 4 || 10 - 5 > 2 \\n\",\n \"\\n\",\n \"This is an example of what can make things hard in computer programming****. As before, in Julia this expression can mean only one thing.\\n\",\n \"\\n\",\n \"\\n\",\n \"****I said learning to program in Julia is easy, and it is. But any computer language can be used to make easy things hard. Even Julia!\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"( 3-4 > 1 ) && ( 2+2 == 4 ) || ( 10-5 > 2 ) # This is how Julia reads the expression above \\n\",\n \"# ... and it is how you should write it!! \\n\",\n \"# Arithmetic operators have higher precedence than logical operators; comparisons \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Here's the above just in terms of its logical values\\n\",\n \"false && true || true # false whether read from left or right\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

Bug-hunting tip: watch out for & and | when you mean && and ||

\\n\",\n \"\\n\",\n \"The operators && and || are *Boolean operators*: they work on expressions that are true or false. But there are two more operators, not covered in this course, namely & and |. Quite often, if you use & where you intend &&, the result will appear to be the same, but beware, they are not the same thing at all.\\n\",\n \"\\n\",\n \"& is the \\\"bitwise AND\\\" operator and works on pairs of integers (actually, on the integers expressed in binary digits). Similarly, | is \\\"bitwise OR\\\" and likewise works on integer values. \\n\",\n \"\\n\",\n \"As you can imagine, spotting that you used \\\"&\\\" where you should have used \\\"&&\\\" can be a very hard bug to find. The same goes for cases where you used \\\"|\\\" and you should have used \\\"||\\\".\\n\",\n \"\\n\",\n \"In Julia the type system prevents many but not all of these problems, so when your code is returning strange values but no errors, be aware of the bitwise-for-Boolean bug!\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_6-TypeSystem.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Julia's type system\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"\\n\",\n \"- [A word of reassurance](#A-word-of-reassurance)\\n\",\n \"- [Types are formats for storing information](#Types-are-formats-for-storing-information)\\n\",\n \"- [Stored information must also store its type](#Stored-information-must-also-store-its-type)\\n\",\n \"- [In Julia, only values have types](#In-Julia,-only-values-have-types)\\n\",\n \"- [The types Char, ASCIIString and UTF8String](#The-types-Char,-ASCIIString-and-UTF8String)\\n\",\n \"- [The type Bool](#The-type-Bool)\\n\",\n \"- [The types Int64 and Float64](#The-types-Int64-and-Float64)\\n\",\n \"- [Concrete and abstract types](#Concrete-and-abstract-types)\\n\",\n \"- [Julia has a tree of types](#Julia-has-a-tree-of-types)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Say what types are from the point of view of computer languages\\n\",\n \"- Use the typeof() function to determine the type of a value\\n\",\n \"- Describe Julia's tree of types in terms of abstract and concrete types\\n\",\n \"- Describe the types Char, ASCIIString and UTF8String \\n\",\n \"- Describe the types Int64 and Float64\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

A word of reassurance

\\n\",\n \"\\n\",\n \"## YOU CAN ALMOST ALWAYS IGNORE TYPES WHEN YOU WRITE JULIA CODE\\n\",\n \"\\n\",\n \"One of the nicest things about Julia is that, while its type system is totally amazing, you can ignore it if you like. People often do---you write code as rapidly as you can, to see whether an idea could possibly work. Then if you like what you see, but the code runs slowly, you tweak it. And in Julia, this means you work on getting the types right.\\n\",\n \"\\n\",\n \"There is one case however where type cannot be ignored: when you get an error message that complains about type. That is, for purposes of debugging it is essential to know about Julia's type system, and that is why we include it this early in the course, even though you need never specify type in any of the assignments in this course.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Types are formats for storing information

\\n\",\n \"\\n\",\n \"We all know that information is stored and moved around in computers using zeros and ones. \\n\",\n \"\\n\",\n \"That means stuff like 00011100011000110111011011111010101101\\n\",\n \"\\n\",\n \"But how do we tell if this lot represents a number, or several numbers, or a colour, or a word, or what?\\n\",\n \"\\n\",\n \"This is where formats come in. If you knew what format to use, you could tell what that sequence of zeros and ones meant.\\n\",\n \"\\n\",\n \"Each computer language has its own way of specifying the formats of information that it can use. Those are its types. Julia also has a type system, which is quite elaborate.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Stored information must also store its type

\\n\",\n \"\\n\",\n \"This is obvious---without knowing the type, its just a bunch of meaningless zeros and ones!\\n\",\n \"\\n\",\n \"But the question is: *where* do you store the type for a given piece of information? Different languages do this in different ways. \\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In Julia, only values have types

\\n\",\n \"\\n\",\n \"We have so far seen Julia do things like the following:\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"1+3+5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Each of \\\"1\\\", \\\"3\\\" and \\\"5\\\" are symbols that stand for values, and so does the \\\"9\\\" that is the result of the calculation.\\n\",\n \"\\n\",\n \"In Julia, each of those values have a type. And values are the only things that have types in Julia. Of course, there is a lot of careful detail in how to make sure that the zeros and ones that specify the value remain connected with the zeros and ones that specify the type. In C, for instance, the programmmer must think about this all the time. Luckily in Julia we need not worry, those details are taken care of.\\n\",\n \"\\n\",\n \"It is easy to determine a type in Julia, by using the built-in function typeof():\\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int64\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int64\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(1+3+5)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"ASCIIString\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(\\\"Hello, world!\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"UTF8String\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(\\\"αβγδ\\\") # Greek letters via Unicode, easy in Julia \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"ASCIIString\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(\\\"H\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Char\"\n ]\n },\n \"execution_count\": 16,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof('H')\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Float64\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(1+3+5.)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Julia is very sensitive to type: every single bit of work is done in terms of types.\\n\",\n \"\\n\",\n \"You need not worry about types at all, if you don't want to: Julia will automatically assign types to any values you create. \\n\",\n \"\\n\",\n \"On the other hand, it is possible to specify in great detail what types you want. You can even extend Julia's type system with your own user-defined types. This can be a great help in speeding up code (although in this course we do not go into that).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The types Char, ASCIIString and UTF8String

\\n\",\n \"\\n\",\n \"As we have seen, a string is a sequence of characters. For languages using the Roman letters, all the necessary characters are on a standard keyboard, so you just type them in. These are also the only alphabetic characters in the original ASCII list, which specifies exactly 128 characters.\\n\",\n \"\\n\",\n \"Other characters are available via Unicode, as we have already seen. You type \\\"\\\\\\\" followed by some more characters, followed by pressing Tab.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: syntax: incomplete: premature end of input\\nwhile loading In[2], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: syntax: incomplete: premature end of input\\nwhile loading In[2], in expression starting on line 1\",\n \"\"\n ]\n }\n ],\n \"source\": [\n \"α ± ♢ ♣ # examples of entering Unicode characters\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"All of these characters of course have a value in the Julia language, so they have a type, namely Char.\\n\",\n \"\\n\",\n \"In Julia, types are given names that start with capital letters.\\n\",\n \"\\n\",\n \"Now here's the thing. Suppose you have lots of strings, but some of them use only ASCII while others use some Unicode characters that are not part of ASCII. To work with ASCII-only strings can be much faster, because ASCII has only a few characters, while Unicode has thousands. For example, if you want to test whether they're the same, you need only check the ASCII characters. But if you had to first read the whole string to decide whether it was pure ASCII or not, you'd be doing a lot of extra work and you would lose the advantages of speed.\\n\",\n \"\\n\",\n \"So the designers of Julia decided that it was worth having more types of string: we've seen ASCIIString for strings supposed to have only ASCII characters and UTF8String for string that have Unicode characters from the whole UTF8 specification in Unicode. There are other string types as well.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The type Bool

\\n\",\n \"\\n\",\n \"Bool here is short for Boolean, which is named for George Boole, who suggested that all of logic could be presented in terms of the values \\\"true\\\" and \\\"false\\\". He invented an algebra for doing logical calculations using these values.\\n\",\n \"\\n\",\n \"This is an extremely simple type. In the computer, it occupies only eight bits, and it is limited to only two possible values.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"typeof(true)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

The types Int64 and Float64

\\n\",\n \"\\n\",\n \"Of course, all scientific and technical computation depends on handling numbers very efficiently. Julia has a great many number types, but by far the two most important are Int64 for representing integers and Float64 for representing real numbers. To be precise, Float64 is a floating point format for real numbers.\\n\",\n \"\\n\",\n \"Both of them use 64 bits to represent the number. However, the way they interpret these bits is quite different, even if the values are the same.\\n\",\n \"\\n\",\n \"When we type them out, the difference is very simple: \\n\",\n \"\\n\",\n \"- an integer has no fractional part, so we type them without a decimal point. \\n\",\n \"- for a floating point number, we always put in the decimal point, even if the fractional part is zero\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int64\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Float64\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(2.)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This explains why \\\"1+3+5.\\\" above has the type Float64, not Int64, which may have surprised you.\\n\",\n \"\\n\",\n \"Julia compares values correctly, even if the types differ:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"2.0 == 2 # true, although the types differ\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"2 < 3/2 # false. Note that although both 3 and 2 are integers, 3/2 is not.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"There is a strict comparison operator, namely \\\"===\\\" which is true only if two values agree fully as to type as well as value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"2.0 === 2 # false. The values are equal but the types differ\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

Concrete and abstract types

\\n\",\n \"\\n\",\n \"All the types above are concrete types. That is, they have no subtypes.\\n\",\n \"\\n\",\n \"But it is very useful to group types together. For example, both Int64 and Float64 are numbers, and one can do things with numbers without knowing exactly which type of number you are dealing with. For this purpose, Julia defines a supertype for every type (except the type Any). For example, Float64 has the supertype Real \\n\",\n \"\\n\",\n \"This can get complicated: Int64 has the supertype Signed, which has the supertype Integer, which has the supertype Real.\\n\",\n \"\\n\",\n \"Note that the type Real includes both Int64 and Float64. Types like Real and Integer, which can have subtypes, are called abstract types. The most abstract type of all is the type Any.\\n\",\n \"\\n\",\n \"Now. The actual type of a value in Julia must always be a concrete type. So where do abstract types come in? There are two answers:\\n\",\n \"- some operations change the type of a value; abstract types help to guide this process\\n\",\n \"- functions are written to operate on types. If you write your function to use an abstract type, it will work for all the types underneath that abstract type.\\n\",\n \"\\n\",\n \"As was noted above, you can write your Julia code without any type specifications at all. What happens is that Julia then uses abstract types to specify your code. Most of them time, this is absolutely fine. But it can seriously hamper speed, so if your aim is to write programs that run fast, you will need to learn how to use type specifications. As this course is for beginners, we do not cover that topic.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

Julia has a tree of types

\\n\",\n \"\\n\",\n \"This means that the most abstract type of all, namely the type Any, splits into subtypes that do not overlap, and this is again true for further splits into subtypes.\\n\",\n \"\\n\",\n \"A different way of saying this is that every type has exactly one direct supertype.\\n\",\n \"\\n\",\n \"What this means is that there can be no confusion about how types are related in Julia: you can trace any two types back to their lowest common supertype. This certainty is a very important aspect of the Julia type system.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.5\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.5\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_7-Variables.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Variables in Julia have a name, a value and a type\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Array types](#Array-types)\\n\",\n \"- [Assignment: how variables get their values](#Assignment:-how-variables-get-their-values)\\n\",\n \"- [Valid variable names in Julia](#Valid-variable-names-in-Julia)\\n\",\n \"- [The three parts of a Julia variable](#The-three-parts-of-a-Julia-variable)\\n\",\n \"- [Example of a variable created with abstract type](#Example-of-a-variable-created-with-abstract-type)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Describe Array types and say how to create values using Array()\\n\",\n \"- Say how to access values in an array\\n\",\n \"- Say how a variable gets a value in Julia\\n\",\n \"- Say exactly how a variable in Julia is structured\\n\",\n \"- Determine the type of a variable in Julia\\n\",\n \"- Say why variables (unlike values) can have abstract types\\n\",\n \"- Use brackets to access an element of an array\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Array types

\\n\",\n \"\\n\",\n \"Julia has excellent support for arrays, on par with Matlab.\\n\",\n \"\\n\",\n \"Multidimensional arrays are easy to create in Julia. For example, Array(Int64, 3) creates a 3 x 1 array of integers:\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3-element Array{Int64,1}:\\n\",\n \" 4600236944\\n\",\n \" 4659495376\\n\",\n \" 4659560176\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"Array(Int64, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The type of the array is Array{Int64, 1}. Note the use of braces here. \\n\",\n \"\\n\",\n \"Also note that the type is has a 1 where the creation has a 3. They refer to completely different things! In the statement Array(Int64, 3), the 3 is the number of elements in the first dimension. Since this is the only dimension, we end up with a one-dimensional array. The type is Array{Int64, 1}. The 1 specifies that it is a one-dimensional array; the Int64 specifies that each element of the array has type Int64.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Assignment: how variables get their values

\\n\",\n \"\\n\",\n \"The assignment operator is =\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"Hello, world!\\\"\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"greeting = \\\"Hello, world!\\\" # creates a variable called \\\"greeting\\\" whose value is a string\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Hello, world!\\n\"\n ]\n }\n ],\n \"source\": [\n \"println(greeting) # println uses the value of greeting when it prints the message\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Be very careful to use \\\"=\\\" when you want do assignments and \\\"==\\\" when you want to do comparisons. The similarity of these operators is an unfortunate heritage from many older programming languages. You just have to work on not using the one where the other is intended.\\n\",\n \"\\n\",\n \"And no matter how careful you are, some mistakes will occur. The possible errors because of \\\"=\\\" for \\\"==\\\" is one of the most prolific sources of bugs.\\n\",\n \"\\n\",\n \"### That's it!\\n\",\n \"\\n\",\n \"That's how variables get values in Julia: they are assigned using =.\\n\",\n \"\\n\",\n \"To be exact, the *value* of the expression on the right of \\\"=\\\" is bound to the name on the left. It is useful to remember that one could read \\\"a = 5\\\" as \\\"a takes the value 5\\\". Similarly, \\\"a = b\\\" can be read as \\\"a takes the value of b\\\".\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Valid variable names in Julia

\\n\",\n \"\\n\",\n \"A variable name can be almost any string that starts with a letter and continues with letters, numbers or a few other characters.\\n\",\n \"\\n\",\n \"Note that here, letters include many Unicode characters. You could name all your variables using Mandarin, for example:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{Float64,1}:\\n\",\n \" 20.0 \\n\",\n \" 11.111\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"人 = 20\\n\",\n \"生 = 11.111\\n\",\n \"[人, 生] # another way to make a 1-dimensional array: comma-separated list inside brackets\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The initial character may also be an underscore (as can later ones):\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"short string\\\"\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"_this_is_my_idea_of_a_long_variable_name_ = \\\"short string\\\" # community standard is NOT to use underscores\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"\\\"wake-up call\\\"\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"very_important!pay_attention = \\\"wake-up call\\\" # again, this example violates Julia community standard\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"User-defined variables should avoid capital letters. This is the community standard, it is not absolutely obligatory, but is widely observed. Here's why\\n\",\n \"\\n\",\n \"*oficial Julia code reserves initial capitals for two uses: type names and module names.* \\n\",\n \"\\n\",\n \"User-defined types and modules (we don't discuss modules on this course) do usually have initial capitals, and sometimes also internal capitals (so-called camel type). The community standard on camel type is also to reserve it for the names of types and modules.\\n\",\n \"\\n\",\n \"Likewise, a final \\\"!\\\" on a function name, by general agreement, is reserved for those functions that modify their arguments.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The three parts of a Julia variable

\\n\",\n \"\\n\",\n \"A Julia variable has name and a value. The assignment operator binds the name to the value.\\n\",\n \"\\n\",\n \"But there is a third item: the type. As noted in the lecture on types, in Julia only values have types. So what does it mean to say that a variable has a type?\\n\",\n \"\\n\",\n \"Well, if the variable has a definite value, then the type of the variable is the type of its value.\\n\",\n \"\\n\",\n \"But it is often the case that one refers to a variable only by its name. In that case its value is not known. It may even be that the variable has not yet been created (or, what it the same, loaded). For instance, consider the command \\\"println(greeting)\\\" we used above. The function println() was been written without knowing the type of the variable \\\"greeting\\\".\\n\",\n \"\\n\",\n \"When a variable is known only by its name, it is given the abstract type Any, which is the most abstract type in Julia. That means it has no supertype, only subtypes. It is often useful to use a more restricted but still abstract subtype like Integer or AbstractString, but we will not go into the details of that in this course.\\n\",\n \"\\n\",\n \"A variable with an abstract type can do quite a lot of things without actually being given a value that has a concrete type (see below for a simple example).\\n\",\n \"\\n\",\n \"A variable with abstract type must be given a value before it is used in a computation, otherwise Julia throws an error (see below).\\n\",\n \"\\n\",\n \"It is therefore slightly wrong to say that a variable has a type. It is the value of the variable that has a type. It's just that while a variable waits to have a particular value and hence a concrete type, it can useful to have in hand a limited set of possible types it can have. For that we use abstract types.\\n\",\n \"\\n\",\n \"Another slightly wrong way to say all this is the following: a variable may have abstract type only while it waits for its value to be assigned.\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Example of a variable created with abstract type

\\n\",\n \"\\n\",\n \"As noted above, a variable may have abstract type. Since it is not obvious how to create a variable with abstract type, I give an example here, using Array(...)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2x3 Array{Integer,2}:\\n\",\n \" #undef #undef #undef\\n\",\n \" #undef #undef #undef\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"abstypevariable = Array(Integer, 2,3) # A two-dimensional array with 2 rows and 3 columns\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We see that the value of abstypevariable is now an array where the elements are of type Integer, which is an abstract type. \\n\",\n \"\\n\",\n \"But note that there are actually no values in here---the elements of the array remain undefined. So this is a variable still waiting to get its values. In a sense it has only be been half-created.\\n\",\n \"\\n\",\n \"I illustrate this by attempting to access an element of the array.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: UndefRefError: access to undefined reference\\nwhile loading In[16], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: UndefRefError: access to undefined reference\\nwhile loading In[16], in expression starting on line 1\",\n \"\",\n \" in getindex at array.jl:283\"\n ]\n }\n ],\n \"source\": [\n \"abstypevariable[2,1] #NB --- note the brackets, that's how to access elements of an array\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Obviously, attempting to access a value that does not exist must be an error.\\n\",\n \"\\n\",\n \"However, you can assign a value to a single element. For example\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"abstypevariable[1,1] = 1 # Int64 is a subtype of Integer\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Note that abstypevariable is still abstract, even if it contains an element of definite type\\\"\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2x3 Array{Integer,2}:\\n\",\n \" 1 #undef #undef\\n\",\n \" #undef #undef #undef\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"abstypevariable\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia will convert values that are assigned if it can:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5.0\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"abstypevariable[1,2] = 5.0 # given value is of type Float64\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2x3 Array{Integer,2}:\\n\",\n \" 1 5 #undef\\n\",\n \" #undef #undef #undef\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"abstypevariable\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"So although 5.0 was given to abstypevariable as a value, what Julia actually put there was a value converted to a subtype of Integer. Julia will do such conversions whenever it can, in order to keep your program running. But if it has to do lots of conversions, your code will be running slower than it can---the fastest code *never* has to do any conversions.\\n\",\n \"\\n\",\n \"By the way, if you attempt to assign a value that cannot be converted, Julia throws an error:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: MethodError: `convert` has no method matching convert(::Type{Integer}, ::ASCIIString)\\nThis may have arisen from a call to the constructor Integer(...),\\nsince type constructors fall back to convert methods.\\nClosest candidates are:\\n call{T}(::Type{T}, ::Any)\\n convert(::Type{Integer}, !Matched::Integer)\\n convert{T<:Integer}(::Type{T<:Integer}, !Matched::Rational{T<:Integer})\\n ...\\nwhile loading In[21], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{Integer}, ::ASCIIString)\\nThis may have arisen from a call to the constructor Integer(...),\\nsince type constructors fall back to convert methods.\\nClosest candidates are:\\n call{T}(::Type{T}, ::Any)\\n convert(::Type{Integer}, !Matched::Integer)\\n convert{T<:Integer}(::Type{T<:Integer}, !Matched::Rational{T<:Integer})\\n ...\\nwhile loading In[21], in expression starting on line 1\",\n \"\",\n \" in setindex! at array.jl:314\"\n ]\n }\n ],\n \"source\": [\n \"abstypevariable[2,2] = \\\"stringystringstr\\\" # strings cannot be converted to any Integer type\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Finally, and this is often a good idea, you can create a variable with unknown but concrete values, for example by by replacing type Integer above with type Int64. \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2x3 Array{Int64,2}:\\n\",\n \" 8589934594 0 4589574624\\n\",\n \" 2147483649 0 4589574624\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"arbconcretevariable = Array(Int64, 2,3) # no actual value specified, \\n\",\n \"# ... so Julia assigns arbitrary values\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## YOU CAN ALMOST ALWAYS IGNORE TYPES WHEN YOU WRITE JULIA CODE\\n\",\n \"\\n\",\n \"One of the nicest things about Julia is that, while its type system is totally amazing, you can ignore it if you like. People often do---you write code as rapidly as you can, to see whether an idea could possibly work. Then if you like what you see, but the code runs slowly, you tweak it. And in Julia, this means you work on getting the types right, and thereby avoiding type conversion.\\n\",\n \"\\n\",\n \"There is one case however where type cannot be ignored: when you get an error message that complains about type. That is, for purposes of debugging it is essential to know about Julia's type system, and that is why we include it this early in the course, even though you need never specify type in any of the assignments in this course.\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.5\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.5\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_8-Functions1.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Functions in Julia I\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Functions in Julia](#Functions-in-Julia)\\n\",\n \"- [Command line help](#Command-line-help)\\n\",\n \"- [Built-in mathematical functions](#Built-in-mathematical-functions)\\n\",\n \"- [Multiple dispatch](#Multiple-dispatch)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Say how a Julia function works\\n\",\n \"- Describe the difference between built-in and user-defined functions in Julia\\n\",\n \"- List and use some basic mathematical functions\\n\",\n \"- Describe Julia's multiple dispatch using * as the example\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Functions in Julia

\\n\",\n \"\\n\",\n \"Recall a recent example using the funtion println():\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"Hello, world!!\\n\"\n ]\n }\n ],\n \"source\": [\n \"greeting = \\\"Hello, world!!\\\"\\n\",\n \"println(greeting) \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This is a good example of the basics of how a function works: it receives some input (in this case, the value of a variable) and makes something happen (in this case, showing a string on the screen).\\n\",\n \"\\n\",\n \"Many a function generates a value. In fact, possibly the most common use of functions is to create values to be assigned to variables:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(0.9800665778412416,2.302585092994046,1.22)\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"a, b, c = cos(0.2), log(10), abs(-1.22) # multiple assignment to three separate variables\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.9800665778412416\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"a\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia is a functional language, which means that in a sense the basic unit for organising code in Julia is the function. For instance, typeof() provides information which in other types of languages is obtained via other means. If you read the Julia code (it is publicly available, see www.julialang.org), you will see that virtually everything there is done via functions.\\n\",\n \"\\n\",\n \"This means of course that when you write code, you should also as far as possible organise your code in funtions. We address user-defined functions in Lecture 9 (the one after this one).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Command line help

\\n\",\n \"\\n\",\n \"To get help in an IJulia, type \\\"?\\\" followed by a topic. For functions, you'll get the syntax (there may be several versions) and in other cases some brief guidance. For example, \\n\",\n \"\\\"? cos\\\" gives very simple syntax, \\\"? help\\\" sends you to the Julia documentation (which beginners might find unsuitable for their queries) and \\\"?hist\\\" gives two variations of the basic command plus several more options to explore.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"search: cos cosh cosd cosc cospi acos acosh acosd const consume cross close\\n\",\n \"\\n\"\n ]\n },\n {\n \"data\": {\n \"text/latex\": [\n \"\\\\begin{verbatim}\\n\",\n \"cos(x)\\n\",\n \"\\\\end{verbatim}\\n\",\n \"Compute cosine of \\\\texttt{x}, where \\\\texttt{x} is in radians\\n\"\n ],\n \"text/markdown\": [\n \"```\\n\",\n \"cos(x)\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute cosine of `x`, where `x` is in radians\\n\"\n ],\n \"text/plain\": [\n \"```\\n\",\n \"cos(x)\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute cosine of `x`, where `x` is in radians\\n\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"? cos\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"search: schedule @schedule hankelh2 hankelh1 hankelh2x hankelh1x Channel\\n\",\n \"\\n\"\n ]\n },\n {\n \"data\": {\n \"text/latex\": [\n \"\\\\textbf{Welcome to Julia 0.4.5.} The full manual is available at\\n\",\n \"\\\\begin{verbatim}\\n\",\n \"http://docs.julialang.org/\\n\",\n \"\\\\end{verbatim}\\n\",\n \"as well many great tutorials and learning resources:\\n\",\n \"\\\\begin{verbatim}\\n\",\n \"http://julialang.org/learning/\\n\",\n \"\\\\end{verbatim}\\n\",\n \"For help on a specific function or macro, type \\\\texttt{?} followed by its name, e.g. \\\\texttt{?fft}, \\\\texttt{?@time} or \\\\texttt{?html}, and press enter.\\n\"\n ],\n \"text/markdown\": [\n \"**Welcome to Julia 0.4.5.** The full manual is available at\\n\",\n \"\\n\",\n \"```\\n\",\n \"http://docs.julialang.org/\\n\",\n \"```\\n\",\n \"\\n\",\n \"as well many great tutorials and learning resources:\\n\",\n \"\\n\",\n \"```\\n\",\n \"http://julialang.org/learning/\\n\",\n \"```\\n\",\n \"\\n\",\n \"For help on a specific function or macro, type `?` followed by its name, e.g. `?fft`, `?@time` or `?html`, and press enter.\\n\"\n ],\n \"text/plain\": [\n \"**Welcome to Julia 0.4.5.** The full manual is available at\\n\",\n \"\\n\",\n \"```\\n\",\n \"http://docs.julialang.org/\\n\",\n \"```\\n\",\n \"\\n\",\n \"as well many great tutorials and learning resources:\\n\",\n \"\\n\",\n \"```\\n\",\n \"http://julialang.org/learning/\\n\",\n \"```\\n\",\n \"\\n\",\n \"For help on a specific function or macro, type `?` followed by its name, e.g. `?fft`, `?@time` or `?html`, and press enter.\\n\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"?help # space or not after after \\\"?\\\" makes no difference (but hopping to a new line does!)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"search: hist hist! hist2d hist2d! histrange clear_history method_exists\\n\",\n \"\\n\"\n ]\n },\n {\n \"data\": {\n \"text/latex\": [\n \"\\\\begin{verbatim}\\n\",\n \"hist(v, e) -> e, counts\\n\",\n \"\\\\end{verbatim}\\n\",\n \"Compute the histogram of \\\\texttt{v} using a vector/range \\\\texttt{e} as the edges for the bins. The result will be a vector of length \\\\texttt{length(e) - 1}, such that the element at location \\\\texttt{i} satisfies \\\\texttt{sum(e[i] .< v .<= e[i+1])}. Note: Julia does not ignore \\\\texttt{NaN} values in the computation.\\n\",\n \"\\\\begin{verbatim}\\n\",\n \"hist(v[, n]) -> e, counts\\n\",\n \"\\\\end{verbatim}\\n\",\n \"Compute the histogram of \\\\texttt{v}, optionally using approximately \\\\texttt{n} bins. The return values are a range \\\\texttt{e}, which correspond to the edges of the bins, and \\\\texttt{counts} containing the number of elements of \\\\texttt{v} in each bin. Note: Julia does not ignore \\\\texttt{NaN} values in the computation.\\n\"\n ],\n \"text/markdown\": [\n \"```\\n\",\n \"hist(v, e) -> e, counts\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute the histogram of `v` using a vector/range `e` as the edges for the bins. The result will be a vector of length `length(e) - 1`, such that the element at location `i` satisfies `sum(e[i] .< v .<= e[i+1])`. Note: Julia does not ignore `NaN` values in the computation.\\n\",\n \"\\n\",\n \"```\\n\",\n \"hist(v[, n]) -> e, counts\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute the histogram of `v`, optionally using approximately `n` bins. The return values are a range `e`, which correspond to the edges of the bins, and `counts` containing the number of elements of `v` in each bin. Note: Julia does not ignore `NaN` values in the computation.\\n\"\n ],\n \"text/plain\": [\n \"```\\n\",\n \"hist(v, e) -> e, counts\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute the histogram of `v` using a vector/range `e` as the edges for the bins. The result will be a vector of length `length(e) - 1`, such that the element at location `i` satisfies `sum(e[i] .< v .<= e[i+1])`. Note: Julia does not ignore `NaN` values in the computation.\\n\",\n \"\\n\",\n \"```\\n\",\n \"hist(v[, n]) -> e, counts\\n\",\n \"```\\n\",\n \"\\n\",\n \"Compute the histogram of `v`, optionally using approximately `n` bins. The return values are a range `e`, which correspond to the edges of the bins, and `counts` containing the number of elements of `v` in each bin. Note: Julia does not ignore `NaN` values in the computation.\\n\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"? hist\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"**This rapid, concise help is a wonderful resource to have on hand. USE IT OFTEN, especially for spelling and syntax.**\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Built-in mathematical functions

\\n\",\n \"\\n\",\n \"Julia has many built-in functions, and for scientific and technical computing the most important of these are mathematical. The following lists a very small part of what is available:\\n\",\n \"\\n\",\n \"exp()\\n\",\n \"\\n\",\n \"log() ... NB! this is the *natural* logarithm\\n\",\n \"\\n\",\n \"log10() ... *this* is the logarithm to base 10\\n\",\n \"\\n\",\n \"\\n\",\n \"cos() ... argument must be in radians\\n\",\n \"\\n\",\n \"sin()\\n\",\n \"\\n\",\n \"tan()\\n\",\n \"\\n\",\n \"acos() ... the result is a value in radians\\n\",\n \"\\n\",\n \"asin()\\n\",\n \"\\n\",\n \"atan() ... NB! this only returns some angles (between -π/2 and π/2, to be exact)\\n\",\n \"\\n\",\n \"atan2() ... use this to get angles from quadrants two and three; it requires two inputs\\n\",\n \"\\n\",\n \"\\n\",\n \"floor()\\n\",\n \"\\n\",\n \"ceil()\\n\",\n \"\\n\",\n \"rem()\\n\",\n \"\\n\",\n \"round() ... use round(Int, x) to convert any x of abstract type Real to an integer type (usually Int64) \\n\",\n \"\\n\",\n \"**DO EXPLORE THESE USING THE \\\"?\\\" QUERY METHOD!**\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"And if you enter the first one or more letters of a function, and press Tab, you'll see a list of possible completions. This includes all the available function names that start with that letter or letter. This is a good way to search for function names. For example:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"d # Tab to show completions, use up and down arrows to scroll the list in JuliaBox\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Multiple dispatch

\\n\",\n \"\\n\",\n \"This is related to the fact that many functions allow, or even require, more than one input value. For example, atan2() requires two values, and muladd() requires three (look it up!).\\n\",\n \"\\n\",\n \"Moreover, functions must accept inputs of more than one type. For instance, if we enter \\\"cos(1)\\\" then we are sending a value with type Int64 to Julia's cos() function. And if we enter \\\"cos(1.)\\\" we are sending a value of type Float64. But the value created by Julia's cos() function in both cases is 0.5403023058681398.\\n\",\n \"\\n\",\n \"Which is exactly what we want, of course. BUT!\\n\",\n \"\\n\",\n \"A function name points to a code body. When the code actually executes, it should be specialised on one type, else it will run very slowly, if at all. A function such as cos() actually has several such code bodies, to deal with inputs of different types. These are called the *methods* of that function. So how do Julia functions manage to have only one name, but many methods?\\n\",\n \"\\n\",\n \"The answer is multiple dispatch: Julia allows many methods, as long as they differ according to input type. All the input values are used to check this, hence the name multiple dispatch. The pattern of types in the input values in a given function call is its *type signature*. For example, muladd() has 5 permissible type signatures, which we see by using the function methods():\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"5 methods for generic function muladd:\"\n ],\n \"text/plain\": [\n \"# 5 methods for generic function \\\"muladd\\\":\\n\",\n \"muladd(x::Float32, y::Float32, z::Float32) at float.jl:216\\n\",\n \"muladd(x::Float64, y::Float64, z::Float64) at float.jl:217\\n\",\n \"muladd(a::Float16, b::Float16, c::Float16) at float16.jl:142\\n\",\n \"muladd{T<:Number}(x::T<:Number, y::T<:Number, z::T<:Number) at promotion.jl:219\\n\",\n \"muladd(x::Number, y::Number, z::Number) at promotion.jl:174\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(muladd)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Many of the bugs you can expect to see if you program in Julia arise because a function was called with values for which there is no method. That is, the type signature of the input values was wrong. You solve this in one of two ways\\n\",\n \"- by making sure the input values have the right type signature, or \\n\",\n \"- by writing an additional method for the required type signature\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.5\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.5\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week1_9-Functions2.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Functions in Julia II\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [One-line function definition](#One-line-function-definition)\\n\",\n \"- [Multi-line function definition](#Multi-line-function-definition)\\n\",\n \"- [Functions with multiple methods](#Functions-with-multiple-methods)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to: \\n\",\n \"\\n\",\n \"- Define a function using the \\\"functionname(varlist) = ...\\\" one-line syntax\\n\",\n \"- Define a function using the \\\"function name(varlist) ... end\\\" multiline syntax\\n\",\n \"- Define an additional method for an existing user-defined function\\n\",\n \"- Specify types for input values in a user-defined function\\n\",\n \"- Use workspace() to clear the notebook of all values so that function signatures can be redefined.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

One-line function definition

\\n\",\n \"\\n\",\n \"This has an extremely simple form. For example:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"myfunc (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"myfunc(firstvar) = 20*firstvar \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The rules are for defining one-line function are: \\n\",\n \"- the name of the function must be a valid variable name (in this case \\\"myfunc\\\" is the name)\\n\",\n \"- the arguments of the function must be valid variable names\\n\",\n \"- the argument must be in parentheses (and as we'll see, multiple arguments must be separated by values)\\n\",\n \"- the name, with arguments in parentheses goes on the left of an assignment\\n\",\n \"- the code for evaluating the function goes on the right.\\n\",\n \"\\n\",\n \"By the way, it's not quite accurate that the code must always fit on one line---it must be a single statement, but so-called compound statements are often written with line breaks, to help the human reader. We will not be using compound statements in one-line functions in this course.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"6664.4439999999995\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"myfunc(333.2222) # then we just call it like any other function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Here is an illustration of a two-argument function:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"addxtoy (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"addxtoy(x,y) = x + y # not supposed to be useful! it just shows how the job is done\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10.8\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"addxtoy(33, -22.2) # mixed types: illustrates that for quick and dirty code, we can (mostly) ignore types\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Multi-line function definition

\\n\",\n \"\\n\",\n \"Let's face it, computing should not be all be done with one-liners. Julia supplies the following syntax for functions that take up multiple lines:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"nextfunc (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function nextfunc(a, b, c) # this line names your function and specifies the inputs\\n\",\n \" a*b + c # here go your (usually quite a few) lines\\n\",\n \"\\n\",\n \" # ... just illustrating the possiblity of using white space and additional comments \\n\",\n \"end\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"38\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"nextfunc(7,5,3) # again, just call it like any other function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"To illustrate multi-line functions a bit more, here's a useful device for debugging: a line inside a function that gives you the value and the type of a variable. \\n\",\n \"\\n\",\n \"It relies on the escape character \\\"$\\\" in strings, which you recall DOESN'T create a dollar sign, but instead modifies how the string is built.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"showdebugprintln (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function showdebugprintln(testvar)\\n\",\n \" println(\\\"inside the showdebubprint() now\\\") #this line announces where the report is coming from\\n\",\n \" println(\\\"The type of testvar is $(typeof(testvar)) and the value of testvar is $testvar\\\")\\n\",\n \" # and this line reports what value, and hence what type, testvar actually has here\\n\",\n \"end\\n\",\n \" \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"inside the showdebubprint() now\\n\",\n \"The type of testvar is Array{Any,1} and the value of testvar is Any['1',2.0]\\n\"\n ]\n }\n ],\n \"source\": [\n \"a = ['1',2.]\\n\",\n \"showdebugprintln(a)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Functions with multiple methods

\\n\",\n \"\\n\",\n \"As we saw in Lecture 8, many code bodies can share one function name. Julia knows which of them is relevant via the type signature. The type signature is simply the list of types of all the variables that are used to call the function. \\n\",\n \"\\n\",\n \"Here is a function that basically parallels the cos function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"mycos (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"mycos(x) = cos(x)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"mycos(.7) # standard value of cos (angle in radians, of course)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now we extend mycos() by providing a function for computing the cosine from the hypotenuse and adjacent side: \"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"mycos(adj, hyp) = adj/hyp\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.9230769230769231\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"mycos(12, 13) # the cosine of the larger angle in a standard 5, 12, 13 triangle\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"2 methods for generic function mycos:\"\n ],\n \"text/plain\": [\n \"# 2 methods for generic function \\\"mycos\\\":\\n\",\n \"mycos(x) at In[11]:1\\n\",\n \"mycos(hyp, adj) at In[23]:1\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(mycos) #Check this carefully!\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Again, methods() is your friend. Note especially that each method is given in terms of its input variables.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As with every user-defined function, it is easy for these to go wrong. Suppose we want to make sure the mycos(x) is never called for integer values. We can require the input to be Float64 as follows:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"mycos (generic function with 3 methods)\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"mycos(thet::Float64) = cos(thet) # note the use of :: to force Julia to check the type \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"However, there are now three methods, and integers can still be passed (check this for yourself). We actually intended to replace mycos(x) with mycos(thet::Float64). To do so, first we must clear the old version. Unfortunately, the only way to clear a notebook is to clear everything, by using workspace(). \\n\",\n \"\\n\",\n \"Everything is cleared, so we have to redefine not only mycos(x) but also mycos(adj, hyp):\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"mycos (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"workspace() # no argument, please! \\n\",\n \"# ... clears all the results\\n\",\n \"mycos(thet::Float64) = cos(thet) # so passing mycos() an integer will now cause Julia to throw an error\\n\",\n \"mycos(hyp, adj) = adj/hyp\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: MethodError: `mycos` has no method matching mycos(::Int64)\\nwhile loading In[47], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: MethodError: `mycos` has no method matching mycos(::Int64)\\nwhile loading In[47], in expression starting on line 1\",\n \"\"\n ]\n }\n ],\n \"source\": [\n \"mycos(1) # ... this shouldn't work now ...\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.5\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.5\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_1-EbolaExample.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The Ebola epidemic of 2014

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Ebola Virus Disease (EVD)](#Ebola-Virus-Disease)\\n\",\n \"- [The West African EVD epidemic](#The-West-African-EVD-epidemic)\\n\",\n \"- [Models vs data vs reality: the case of West African EVD](#Models-vs-data-vs-reality:-the-case-of-West-African-EVD)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Describe Ebola Virus Disease \\n\",\n \"- Outline the time course of the West African EVD epidemic \\n\",\n \"- Distinguish the reality of EVD from two related things: models of the disease and the available data on the disease\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Ebola Virus Disease

\\n\",\n \"\\n\",\n \"\\n\",\n \"Ebola Virus Disease (EVD) is spread by direct contact with body fluids. Unlike flu and colds, airborne particles do not spread the disease.\\n\",\n \"\\n\",\n \"An infected person is likely to get very ill (symptoms include pain, fever, diarrhea and vomiting) and also quite likely to die---in the epidemic we'll consider, up to 7 out of every 10 untreated cases died, and overall approximately 1 out of 3 known cases died.\\n\",\n \"\\n\",\n \"It is not entirely clear how infectious the disease really is. People in daily contact with an ill person, in particular those who frequently touch them and/or their clothing and bedclothes seem to be at high risk unless special precautions are taken. At one stage of the epidemic, it was said that 1 in every 10 cases were medical personnel involved in caring for the sick. On the other hand, merely being in the presence of ill people seems not to be a big risk.\\n\",\n \"\\n\",\n \"The disease lasts about three weeks in most people, after which they are either dead or the virus is no longer active in their bodies. The infectious period seems to be concentrated around the third week, which is when the disease is most acute.\\n\",\n \"\\n\",\n \"However, in some cases it appears that the virus may persist in an inactive form in the bodies of survivors. It is not clear how long this lasts nor how likely survivors are to become infectious again. Sadly, it is true that many survivors continue to experience health problems due to EVD.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The West African EVD epidemic

\\n\",\n \"\\n\",\n \"Up to 2013, all known cases of EVD were in Central Africa. But in 2014, several cases were reported from Guinea in West Africa, and these were eventually traced back to a child who became ill and died in December 2013.\\n\",\n \"\\n\",\n \"This child infected three family members who subsequently also died. The social context is one of small villages fairly near each other, and the disease spread into neighbouring villages. From there it rapidly spread into other areas of Guinea, and also to the neighbouring countries Liberia and Sierra Leone (but not to other neighbouring countries, except briefly into Mali). In all three countries, it spread not only through small villages but also through towns and cities.\\n\",\n \"\\n\",\n \"Because a single case of EVD can potentially infect many others in a short time, and because it kills so many who get ill, it represents a very serious health threat anywhere that it appears. In Guinea it was at first not recognised, because many diseases have similar symptoms and it was unknown in West Africa. Moreover, Guinea, Liberia and Sierra Leone are countries that have suffered extensive disruption through civil war and consequently have weak health systems and there is much mistrust of government. The initial response to EVD in these countries could not contain it, and it became widespread within months. Throughout much of 2014, the number of new cases per week seemed to be increasing.\\n\",\n \"\\n\",\n \"While in many ways one would wish that the world responded more rapidly and fully, eventually there was a strong effort, particularly by Doctors Without Borders and the World Health Organisation. They, together with local health authorities and the government, were able eventually to provided effective treatment and prevention measures. By late 2014, the number of new cases per week was not growing and throughout 2015 the new cases per week became fewer and fewer.\\n\",\n \"\\n\",\n \"In most of 2016, there were no new cases in the three worst-affected countries. The international emergency is over. However, the health systems in all three countries remain on the alert for possible flare-ups. And of course, the survivors are still living with the severe consequences of the epidemic.\\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Models vs data vs reality: the case of West African EVD

\\n\",\n \"\\n\",\n \"So what does this have to do with writing Julia code? \\n\",\n \"\\n\",\n \"Answer: Julia can be used to explore the EVD epidemic, and this process of exploring will illustrate many of the features of the language.\\n\",\n \"\\n\",\n \"In the lectures of Week 2, you will explore publicly available data, in the process learning about the following aspects of Julia:\\n\",\n \"- handling date-time data\\n\",\n \"- \\\"for\\\" loops\\n\",\n \"- making plots\\n\",\n \"- \\\"if\\\" statements\\n\",\n \"as well as getting practice with array slicing and user-defined functions.\\n\",\n \"\\n\",\n \"In the lectures of Week 3, you will study one particular way of modelling the epidemic. In the process, you will \\n\",\n \"- extend your familiarity with for loops\\n\",\n \"- learn how to pass parameters to functions\\n\",\n \"- learn how to use a Julia notebook for hand-fitting a curve to data\\n\",\n \"\\n\",\n \"You might be tempted to think that the model of the epidemic is really how it spread. Please resist that! A model is *ALWAYS* far simpler than the real thing. In fact, a model is simpler than the data it is fitted to. This is the whole point of the model: it is fairly simple and can be completely understood. The real world is hugely more intricate than is captured in the data (for example, the actual social relations, the actual contacts between people, the role of travelling from place to place, the role of animals, etc., etc., are not part of the data at all).\\n\",\n \"\\n\",\n \"The hope is that by measuring relevant things (in this case, keeping count of how many people have got ill), one can understand enough to be able to do something useful. The most important thing in the case of the EVD epidemic was to realise that it *was* an epidemic, and could potentially spread through the entire country, possibly the entire region, and possibly even the whole world.\\n\",\n \"\\n\",\n \"Note that a serious viral epidemic spread in 1918 through the whole world (in that case, though, infection was through air-borne particles, greatly increasing the number of people that one ill person could infect).\\n\",\n \"\\n\",\n \"It is this that EVD modelling hopes to understand, and eventually to help to contain.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.5\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.5\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_2_1-LoadingData.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Ebola and Wikipedia: Loading publicly available data using Julia

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Wikipedia data on the West African EVD epidemic](#Wikipedia-data-on-the-West-African-EVD-epidemic)\\n\",\n \"- [Using readdlm() to load a .csv file](#Using-readdlm-to-load-a-.csv-file)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Find data on the West African EVD epidemic online\\n\",\n \"- Use readdlm() to load data from a .csv file containing this data\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Wikipedia data on the West African EVD epidemic

\\n\",\n \"\\n\",\n \"Wikipedia has many excellent articles on Ebola. We will be using one with fairly complete data on the timeline of cases: https://en.wikipedia.org/wiki/West_African_Ebola_virus_epidemic_timeline_of_reported_cases_and_deaths\\n\",\n \"\\n\",\n \"Go there now, please, and navigate until you see a table that looks like this:\\n\",\n \"\\n\",\n \"\\\"(Screenshot\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We have provided the data as a file named wikipediaEVDraw.csv. The \\\".csv\\\" extension indicates that it is a comma-separated file, and the \\\"raw\\\" in the filename indicates that the data are imported as is, without any changes.\\n\",\n \"\\n\",\n \"If you would like to learn how to create .csv files from tables on the web, please go the optional lecture \\\"How to export web tables to .csv files\\\".\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Using readdlm to load a .csv file

\\n\",\n \"\\n\",\n \"Now we can start using Julia again. In a new notebook for you Week 2 Julia code, enter and execute the line below:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"54x9 Array{Any,2}:\\n\",\n \" \\\"25 Nov 2015\\\" 28637 11314 3804 2536 … 4808 14122 3955 \\n\",\n \" \\\"18 Nov 2015\\\" 28634 11314 3804 2536 4808 14122 3955 \\n\",\n \" \\\"11 Nov 2015\\\" 28635 11314 3805 2536 4808 14122 3955 \\n\",\n \" \\\"4 Nov 2015\\\" 28607 11314 3810 2536 4808 14089 3955 \\n\",\n \" \\\"25 Oct 2015\\\" 28539 11298 3806 2535 4808 14061 3955 \\n\",\n \" \\\"18 Oct 2015\\\" 28476 11298 3803 2535 … 4808 14001 3955 \\n\",\n \" \\\"11 Oct 2015\\\" 28454 11297 3800 2534 4808 13982 3955 \\n\",\n \" \\\"27 Sep 2015\\\" 28388 11296 3805 2533 4808 13911 3955 \\n\",\n \" \\\"20 Sep 2015\\\" 28295 11295 3800 2532 4808 13823 3955 \\n\",\n \" \\\"13 Sep 2015\\\" 28220 11291 3792 2530 4808 13756 3953 \\n\",\n \" \\\"6 Sep 2015\\\" 28147 11291 3792 2530 … 4808 13683 3953 \\n\",\n \" \\\"30 Aug 2015\\\" 28073 11290 3792 2529 4808 13609 3953 \\n\",\n \" \\\"16 Aug 2015\\\" 27952 11284 3786 2524 4808 13494 3952 \\n\",\n \" ⋮ ⋱ \\n\",\n \" \\\"9 Aug 2014\\\" 1835 1011 506 373 323 730 315 \\n\",\n \" \\\"30 Jul 2014\\\" 1437 825 472 346 227 574 252 \\n\",\n \" \\\"23 Jul 2014\\\" 1201 672 427 319 129 525 224 \\n\",\n \" \\\"14 Jul 2014\\\" 982 613 411 310 … 106 397 197 \\n\",\n \" \\\"2 Jul 2014\\\" 779 481 412 305 75 252 101 \\n\",\n \" \\\"17 Jun 2014\\\" 528 337 398 264 24 97 49 \\n\",\n \" \\\"27 May 2014\\\" 309 202 281 186 11 16 5 \\n\",\n \" \\\"12 May 2014\\\" 260 182 248 171 11 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"1 May 2014\\\" 239 160 226 149 … 11 \\\"-\\\" \\\"-\\\"\\n\",\n \" \\\"14 Apr 2014\\\" 176 110 168 108 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"31 Mar 2014\\\" 130 82 122 80 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"22 Mar 2014\\\" 49 29 49 29 \\\"–\\\" \\\"–\\\" \\\"–\\\"\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"wikiEVDraw = readdlm(\\\"wikipediaEVDraw.csv\\\", ',') # getting quotes right is important!\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The readdlm() function is Julia's way to read any file that consists of lines separated into data items with a delimeter of some sort. In fact, the very word \\\"readdlm\\\" is an abbreviation of \\\"read-with-a-delimiter\\\". \\n\",\n \"\\n\",\n \"Notice three things\\n\",\n \"- We have used a variable to contain the data from the file (you could change the name, though, if you like)\\n\",\n \"- The file name is given as a string, using double quotes\\n\",\n \"- The delimeter is given as a character, using single quotes\\n\",\n \"\\n\",\n \"Finally, we see that the type of the data, after it has been stored in the variable is an array, the elements of which are of Any type. This is not good for computation---in particular, for modelling we need the data in terms of days since the start of the epidemic. Our next job is to convert the strings in columnn one into integers which give number of days since 22 March 2014.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_2_2_CreateCSV.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Creating .csv from data tables on the web

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Suppose you have found data in a table on the web. Here's how to extract the data save it as a .csv file to be used in Julia. We start with the Ebola data that are used in this course, which can be found on Wikipedia. \\n\",\n \"\\n\",\n \"
\\n\",\n \"\\n\",\n \"

Important information:

\\n\",\n \"We will use a spreadsheet, namely LibreOffice Calc, to do the work. Note that the date information on the Wikipedia site is not handled by all spreadsheets in the same way. If you use a different spreadsheet, you may find your results differ from ours.\\n\",\n \"\\n\",\n \"LibreOffice Calc is available for Windows, iOS and Linux, whereas most other spreadsheets are limited to one or two of these platforms.\\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Wikipedia data on the West African EVD epidemic

\\n\",\n \"\\n\",\n \"These data are on the webpage https://en.wikipedia.org/wiki/West_African_Ebola_virus_epidemic_timeline_of_reported_cases_and_deaths\\n\",\n \"\\n\",\n \"Go there now, please, and navigate until you see a table that looks like this:\\n\",\n \"\\n\",\n \"\\\"(Screenshot\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Using a spreadsheet to save a website table as a .csv file

\\n\",\n \"\\n\",\n \"Highlight the entire table, starting with the date \\\"25 Nov 2015\\\" all the way to the last row, which has the date \\\"22 Mar 2014\\\". Make sure you highlight exactly these rows, and every one of these rows completely.\\n\",\n \"\\n\",\n \"Use your browser's \\\"Copy\\\" feature. This is different for different browsers, but in many cases you can simply right-click and then click on \\\"Copy\\\".\\n\",\n \"\\n\",\n \"Now open a spreadsheet (we used LibreOffice Calc), and paste the table. Again, different spreadsheets give different options. Make sure you select the option the puts the column of dates in the first column.\\n\",\n \"\\n\",\n \"Now save the spreadsheet, taking care to save it as a text file with .csv format. I will refer to this file as \\\"wikipediaEVDraw.csv\\\" but you may of course choose your own name. If you open the file with a text editor, you should see that the first few lines of the file look like this:\\n\",\n \"\\n\",\n \"\\\"(Screenshot\\n\",\n \"\\n\",\n \"\\n\",\n \"Notice in particular that\\n\",\n \"- Every row in the table is a new line in the file\\n\",\n \"- The first comma is AFTER the first date\\n\",\n \"- To be exact, the columns in the table are separated by commas in the file. This is what comma-separated-value files look like, no more and no less. This is the .csv format.\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_3-ForLoops.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

\\\"for\\\" loops and date-time formats: converting string values into usable time data

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Converting a date string to DateTime format](#Converting-a-date-string-to-DateTime-format)\\n\",\n \"- [\\\"for\\\" loops](#\\\"for\\\"-loops)\\n\",\n \"- [Converting column 1 DateTime type](#Converting-column-1-DateTime-type)\\n\",\n \"- [Creating data giving time in days since 22 March 2014](#Creating-data-giving-time-in-days-since-22-March-2014)\\n\",\n \"- [Exporting the converted data](#Exporting-the-converted-data)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Convert a string with date data to Julia's DateTime format\\n\",\n \"- Use Dates.datetime2rata() to calculate the number of days between two DateTime dates\\n\",\n \"- Use a for loop to convert the dates of the epidemic data to days since 22 March 2014\\n\",\n \"- Use writedlm to save the converted data as .csv file\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We start by reading in the data:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"54x9 Array{Any,2}:\\n\",\n \" \\\"25 Nov 2015\\\" 28637 11314 3804 2536 … 4808 14122 3955 \\n\",\n \" \\\"18 Nov 2015\\\" 28634 11314 3804 2536 4808 14122 3955 \\n\",\n \" \\\"11 Nov 2015\\\" 28635 11314 3805 2536 4808 14122 3955 \\n\",\n \" \\\"4 Nov 2015\\\" 28607 11314 3810 2536 4808 14089 3955 \\n\",\n \" \\\"25 Oct 2015\\\" 28539 11298 3806 2535 4808 14061 3955 \\n\",\n \" \\\"18 Oct 2015\\\" 28476 11298 3803 2535 … 4808 14001 3955 \\n\",\n \" \\\"11 Oct 2015\\\" 28454 11297 3800 2534 4808 13982 3955 \\n\",\n \" \\\"27 Sep 2015\\\" 28388 11296 3805 2533 4808 13911 3955 \\n\",\n \" \\\"20 Sep 2015\\\" 28295 11295 3800 2532 4808 13823 3955 \\n\",\n \" \\\"13 Sep 2015\\\" 28220 11291 3792 2530 4808 13756 3953 \\n\",\n \" \\\"6 Sep 2015\\\" 28147 11291 3792 2530 … 4808 13683 3953 \\n\",\n \" \\\"30 Aug 2015\\\" 28073 11290 3792 2529 4808 13609 3953 \\n\",\n \" \\\"16 Aug 2015\\\" 27952 11284 3786 2524 4808 13494 3952 \\n\",\n \" ⋮ ⋱ \\n\",\n \" \\\"9 Aug 2014\\\" 1835 1011 506 373 323 730 315 \\n\",\n \" \\\"30 Jul 2014\\\" 1437 825 472 346 227 574 252 \\n\",\n \" \\\"23 Jul 2014\\\" 1201 672 427 319 129 525 224 \\n\",\n \" \\\"14 Jul 2014\\\" 982 613 411 310 … 106 397 197 \\n\",\n \" \\\"2 Jul 2014\\\" 779 481 412 305 75 252 101 \\n\",\n \" \\\"17 Jun 2014\\\" 528 337 398 264 24 97 49 \\n\",\n \" \\\"27 May 2014\\\" 309 202 281 186 11 16 5 \\n\",\n \" \\\"12 May 2014\\\" 260 182 248 171 11 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"1 May 2014\\\" 239 160 226 149 … 11 \\\"-\\\" \\\"-\\\"\\n\",\n \" \\\"14 Apr 2014\\\" 176 110 168 108 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"31 Mar 2014\\\" 130 82 122 80 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" \\\"22 Mar 2014\\\" 49 29 49 29 \\\"–\\\" \\\"–\\\" \\\"–\\\"\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"wikiEVDraw = readdlm(\\\"wikipediaEVDraw.csv\\\", ',') # \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Converting a date string to DateTime format

\\n\",\n \"\\n\",\n \"Remarkably enough, data on dates and times are among the fiddliest things a data scientist has to deal with. There is a huge number of different ways in which such data are reported, and moreover there are conflicting standards of how to deal irregularities (month lengths aren't all the same, some years are leap years, time zones shift ...).\\n\",\n \"\\n\",\n \"In consequence, every computer language that deals with date-time data has a rich array of functions to deal with it. In Julia, they are in a package called Dates. Of this package, we will use the functions DateTime() and Dates.datetime2rata().\\n\",\n \"\\n\",\n \"Why does one of them use a full stop and the other not? The answer is that when you start up Julia, only a few of the functions in the package Dates are visible. These functions include Date() but not datetime2rata(). However, we are able to access the other functions by use of the colon. We will talk more about packages in the next lecture.\\n\",\n \"\\n\",\n \"The DateTime() function uses a format string convert string data such as we see in column one into Julia DateTime data.\\n\",\n \"\\n\",\n \"A format string is something one sees in many computation contexts. Here, it tells Julia in what form to expect the data. Looking at the string, it is a number for the day, then space, then an abbreviation for the month, then a space, then a number for the year. The appropriate format string is therefore \\\"d u y\\\". These formats have limitations: \\\"d\\\" accepts one- and two-digit days (which should always work) and \\\"y\\\" accepts two- and four-digit years (which should mostly work), but \\\"u\\\" accepts only three-letter abbreviations. Unfortunately, data where the month names otherwise abbreviated are fairly common.\\n\",\n \"\\n\",\n \"Here is an example of how the conversion works\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2015-11-25T00:00:00\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"DateTime(wikiEVDraw[1,1], \\\"d u y\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

\\\"for\\\" loops

\\n\",\n \"\\n\",\n \"Now we need to do this conversion for every element in column 1 of the matrix. The way to do this is with a \\\"for\\\" loop.\\n\",\n \"\\n\",\n \"\\\"for\\\" loops are extremely important in computing, and in Julia even more so. This is because many items that are vectorised in languages like Matlab and Python are explicitly computed in \\\"for\\\" loops in Julia. It may surprise many of you who know about speeding up computations using vectorisation, but it is frequently the case that a loop in Julia runs *faster* than the equivalent vectorised code.\\n\",\n \"\\n\",\n \"\\\"for\\\" loops have a simple structure: the outside is the \\\"for ... end\\\" part and the inside is a code block executed repeatedly. Exactly how many times is determined by the the \\\"for ... end\\\" part.\\n\",\n \"\\n\",\n \"In the two examples below, we use println() to show the value of the variable over which the \\\"for\\\" loop runs. Notice that these values do not have to be a sequence of integers.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"num is now 3\\n\",\n \"num is now 4\\n\",\n \"num is now 5\\n\",\n \"num is now 6\\n\",\n \"num is now 7\\n\",\n \"The value of x is now 23\\n\",\n \"The value of x is now my name is not a name\\n\",\n \"The value of x is now ℵ\\n\"\n ]\n }\n ],\n \"source\": [\n \"for num = 3:7 # here, the colon is used to specify a range; we will see this again\\n\",\n \" println(\\\"num is now $num\\\")\\n\",\n \"end\\n\",\n \"\\n\",\n \"values = [23, \\\"my name is not a name\\\", 'ℵ'] # an array with some rather odd elements\\n\",\n \"for x in values # a for loop can iterate over an array\\n\",\n \" println(\\\"The value of x is now $x\\\")\\n\",\n \" end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"It is important to get the first line of a \\\"for\\\" loop exactly right. It has the structure \\n\",\n \"\\n\",\n \"\\\"variable = iterable\\\"\\n\",\n \"\\n\",\n \"Here, \\\"iterable\\\" is anything that is arranged in a sequence in memory. Not all types are, but they certainly include ranges (created with the colon operator \\\":\\\") and any single dimension of an array. The \\\"=\\\" is an assignment operator, and it assigns to \\\"variable\\\" the values in \\\"iterable\\\", one after the other. That is, during each pass through the loop, \\\"variable\\\" has the value of exactly one of the items in \\\"iterable\\\". \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"

Converting column 1 DateTime type

\\n\",\n \"\\n\",\n \"Now we use a \\\"for\\\" loop twice. Firstly we create a one-dimensional array containing just column one---it uses array slicing, for conversion to values with DateTime type.\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"54-element Array{Any,1}:\\n\",\n \" \\\"25 Nov 2015\\\"\\n\",\n \" \\\"18 Nov 2015\\\"\\n\",\n \" \\\"11 Nov 2015\\\"\\n\",\n \" \\\"4 Nov 2015\\\" \\n\",\n \" \\\"25 Oct 2015\\\"\\n\",\n \" \\\"18 Oct 2015\\\"\\n\",\n \" \\\"11 Oct 2015\\\"\\n\",\n \" \\\"27 Sep 2015\\\"\\n\",\n \" \\\"20 Sep 2015\\\"\\n\",\n \" \\\"13 Sep 2015\\\"\\n\",\n \" \\\"6 Sep 2015\\\" \\n\",\n \" \\\"30 Aug 2015\\\"\\n\",\n \" \\\"16 Aug 2015\\\"\\n\",\n \" ⋮ \\n\",\n \" \\\"9 Aug 2014\\\" \\n\",\n \" \\\"30 Jul 2014\\\"\\n\",\n \" \\\"23 Jul 2014\\\"\\n\",\n \" \\\"14 Jul 2014\\\"\\n\",\n \" \\\"2 Jul 2014\\\" \\n\",\n \" \\\"17 Jun 2014\\\"\\n\",\n \" \\\"27 May 2014\\\"\\n\",\n \" \\\"12 May 2014\\\"\\n\",\n \" \\\"1 May 2014\\\" \\n\",\n \" \\\"14 Apr 2014\\\"\\n\",\n \" \\\"31 Mar 2014\\\"\\n\",\n \" \\\"22 Mar 2014\\\"\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"col1 = wikiEVDraw[:, 1] # the colon means all the data in the column, the 1 means the first column\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We use a \\\"for\\\" loop to overwrite the data in the variable col1 with the data in converted using DateTime():\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"for i = 1:54\\n\",\n \" col1[i] = DateTime(col1[i], \\\"d u y\\\") # note that this replaces the previous value in col1[i]\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"54-element Array{Any,1}:\\n\",\n \" 2015-11-25T00:00:00\\n\",\n \" 2015-11-18T00:00:00\\n\",\n \" 2015-11-11T00:00:00\\n\",\n \" 2015-11-04T00:00:00\\n\",\n \" 2015-10-25T00:00:00\\n\",\n \" 2015-10-18T00:00:00\\n\",\n \" 2015-10-11T00:00:00\\n\",\n \" 2015-09-27T00:00:00\\n\",\n \" 2015-09-20T00:00:00\\n\",\n \" 2015-09-13T00:00:00\\n\",\n \" 2015-09-06T00:00:00\\n\",\n \" 2015-08-30T00:00:00\\n\",\n \" 2015-08-16T00:00:00\\n\",\n \" ⋮ \\n\",\n \" 2014-08-09T00:00:00\\n\",\n \" 2014-07-30T00:00:00\\n\",\n \" 2014-07-23T00:00:00\\n\",\n \" 2014-07-14T00:00:00\\n\",\n \" 2014-07-02T00:00:00\\n\",\n \" 2014-06-17T00:00:00\\n\",\n \" 2014-05-27T00:00:00\\n\",\n \" 2014-05-12T00:00:00\\n\",\n \" 2014-05-01T00:00:00\\n\",\n \" 2014-04-14T00:00:00\\n\",\n \" 2014-03-31T00:00:00\\n\",\n \" 2014-03-22T00:00:00\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"col1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Creating data giving time in days since 22 March 2014

\\n\",\n \"\\n\",\n \"\\n\",\n \"Finally, we create the variable \\\"epidays\\\". This calls to mind the concept of *epidemic day*, which is simply a way to indicate how long an epidemic has been running. We will assume that the epidemic started on 22 March 2014, with a total of 49 cases, because that is the first date for which we have data.\\n\",\n \"\\n\",\n \"\\n\",\n \"Note that this is in keeping with the spirit of modelling: we are trying to do the best we can with the data we have. Even when we know that the epidemic has been traced back to a single case in early December 2013, that information is not in the table of data before us. We should not forget about it, but neither should we attempt to include it in the data.\\n\",\n \"\\n\",\n \"The function we use is Dates.datetime2rata(). The \\\"Rata Die days\\\" format is a specialised date format we will not discuss here (see https://en.wikipedia.org/wiki/Rata_Die for information). The important thing is that this function, applied to a given date, gives the number of days since 1 January of the year 0001. As follows:\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"735927\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"Dates.datetime2rata(col1[1])\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Exporting the converted data

\\n\",\n \"\\n\",\n \"\\n\",\n \"We create a function to express the number of days since epidemic day zero, which is the value of col[54] which is of course 22 March 2014.\\n\",\n \"\\n\",\n \"Then we iterate that function with a for loop over all the elements in col1 to create epidays. Note that the variable epidays is created before the start of the loop. This is, in general, good practice: if you know what array you want to fill, then initialise that array before you start filling it.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"dayssincemar22(x) = Dates.datetime2rata(x) - Dates.datetime2rata(col1[54])\\n\",\n \"epidays = Array(Int64, 54)\\n\",\n \"for i = 1:54\\n\",\n \" epidays[i] = dayssincemar22(col1[i])\\n\",\n \"end\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Finally, we overwite column 1 of our data array with epidays, and save it using writedlm(). It is a good idea to use a new filename, so that all the work that went into extracting the data from wikipedia is not lost. You never know when you might want the original dates again!\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"wikiEVDraw[:, 1] = epidays\\n\",\n \"writedlm(\\\"wikipediaEVDdatesconverted.csv\\\", wikiEVDraw, ',') \\n\",\n \"# note the delimiter ... the Julia default is a tab; to get .csv, we must specify the comma\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_4-SimplePlots.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Simple plots with the Plots package

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Load the Plots package into a current notebook](#Load-the-Plots-package-into-a-current-notebook)\\n\",\n \"- [Activate the PyPlot backend for use with Plots](#Activate-the-PyPlot-backend-for-use-with-Plots)\\n\",\n \"- [Plot a curve from coordinate data](#Plot-a-curve-from-coordinate-data)\\n\",\n \"- [Tweak the current plot](#Tweak-the-current-plot)\\n\",\n \"- [Save the current plot](#Save-the-current-plot)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Explain how the Plots package relate to other plotting projects in Julia\\n\",\n \"- Load the Plots package into a current notebook and the PyPlot backend for use with Plots\\n\",\n \"- Plot coordinate data as lines in the default style supplied by Plots\\n\",\n \"- Modify the current plot style: replace lines with markers, add title and labels, remove legend and grid lines\\n\",\n \"- Save the current plot in .png and .pdf format\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"To start, we load the data that we saved last time (the *converted* data, of course), and we create the x- and y-coordinates of the points we want to plot. Those are of course just columns 1 and 2 of the data.\\n\",\n \"\\n\",\n \"We use array slicing to extract the data we need---note the use of the \\\":\\\" operator\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"54-element Array{Any,1}:\\n\",\n \" 28637\\n\",\n \" 28634\\n\",\n \" 28635\\n\",\n \" 28607\\n\",\n \" 28539\\n\",\n \" 28476\\n\",\n \" 28454\\n\",\n \" 28388\\n\",\n \" 28295\\n\",\n \" 28220\\n\",\n \" 28147\\n\",\n \" 28073\\n\",\n \" 27952\\n\",\n \" ⋮\\n\",\n \" 1835\\n\",\n \" 1437\\n\",\n \" 1201\\n\",\n \" 982\\n\",\n \" 779\\n\",\n \" 528\\n\",\n \" 309\\n\",\n \" 260\\n\",\n \" 239\\n\",\n \" 176\\n\",\n \" 130\\n\",\n \" 49\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"EVDdata = readdlm(\\\"wikipediaEVDdatesconverted.csv\\\", ',') # don't forget the delimiter!\\n\",\n \"epidays = EVDdata[:, 1] # Here \\\":\\\" means all the entries in all rows of the specified columns\\n\",\n \"allcases = EVDdata[:, 2] # ditto---here, the specified columns is just column 2\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Load the Plots package into a current notebook

\\n\",\n \"\\n\",\n \"Julia has quite a few projects on visualising scientific and technical data, and several of them are concerned mainly with making plots. \\n\",\n \"\\n\",\n \"We choose to offer you the Plots package, together with the PyPlot backend. PyPlot is based on the Python package matplotlib, which in its turn imitates the way Matlab makes plots. This combination of Python and Matlab means that we can draw on a wealth of experience. \\n\",\n \"\\n\",\n \"Indeed, the PyPlot, matplotlib and Matlab communities are welcoming and helpful, and if you go online you will find lots of examples and discussions. If you have a particular query, a little internet searching will probably provide an answer. If not, there are many online forums where you could expect a rapid, polite and helpful reply to most of your questions. \\n\",\n \"\\n\",\n \"We load Plots with a simple command. This also works from your own home installation, though you may have to add the Plots package by issuing \\\"Pkg.add(\\\"Plots\\\")\\\".\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"using Plots # this loads the Plots package into your current workspace. It may take a few seconds.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Activate the PyPlot backend for use with Plots

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As I said above, having loaded Plots we need to specify which backend to use. The idea of Plots is that we specify a plot with *identical code*, irrrespective of backend. To change backends is then just to run the command for the new backend.\\n\",\n \"\\n\",\n \"However, not all backends do the same things, of course, so some things work better in some back-ends and other things in others. For more information, do consult the Plots homepage at https://juliaplots.github.io . The PyPlot examples are at https://juliaplots.github.io/examples/pyplot/ .\\n\",\n \"\\n\",\n \"Here's how to specify PyPlot as the backend for Plots to use:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Plots.PyPlotBackend()\"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"pyplot()\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Note that it is enough to use \\\"pyplot()\\\". That is, no arguments are needed. Plots has reasonable default values it uses, but the user can override them. For example, you can specify a picture size of to your own liking.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Plot a curve from coordinate data

\\n\",\n \"\\n\",\n \"For Plots to work as advertised, it must be extremely straightforward to plot the data. And it is:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"[Plots.jl] Initializing backend: pyplot\\n\"\n ]\n },\n {\n \"name\": \"stderr\",\n \"output_type\": \"stream\",\n \"text\": [\n \"INFO: Precompiling module PyPlot...\\n\",\n \"WARNING: Couldn't initialize pyplot. (might need to install it?)\\n\"\n ]\n },\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: InitError: Failed to pyimport(\\\"matplotlib\\\"): PyPlot will not work until you have a functioning matplotlib module.\\n\\nFor automated Matplotlib installation, try configuring PyCall to use the Conda Python distribution within Julia. Relaunch Julia and run:\\n ENV[\\\"PYTHON\\\"]=\\\"\\\"\\n Pkg.build(\\\"PyCall\\\")\\n using PyPlot\\n\\npyimport exception was: PyError (:PyImport_ImportModule) \\nValueError('unknown locale: UTF-8',)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1131, in \\n rcParams = rc_params()\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 975, in rc_params\\n return rc_params_from_file(fname, fail_on_error)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1100, in rc_params_from_file\\n config_from_file = _rc_params_in_file(fname, fail_on_error)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1018, in _rc_params_in_file\\n with _open_file_or_url(fname) as fd:\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/contextlib.py\\\", line 59, in __enter__\\n return next(self.gen)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1000, in _open_file_or_url\\n encoding = locale.getdefaultlocale()[1]\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/locale.py\\\", line 559, in getdefaultlocale\\n return _parse_localename(localename)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/locale.py\\\", line 487, in _parse_localename\\n raise ValueError('unknown locale: %s' % localename)\\n\\nduring initialization of module PyPlot\\nwhile loading In[5], in expression starting on line 1\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: InitError: Failed to pyimport(\\\"matplotlib\\\"): PyPlot will not work until you have a functioning matplotlib module.\\n\\nFor automated Matplotlib installation, try configuring PyCall to use the Conda Python distribution within Julia. Relaunch Julia and run:\\n ENV[\\\"PYTHON\\\"]=\\\"\\\"\\n Pkg.build(\\\"PyCall\\\")\\n using PyPlot\\n\\npyimport exception was: PyError (:PyImport_ImportModule) \\nValueError('unknown locale: UTF-8',)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1131, in \\n rcParams = rc_params()\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 975, in rc_params\\n return rc_params_from_file(fname, fail_on_error)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1100, in rc_params_from_file\\n config_from_file = _rc_params_in_file(fname, fail_on_error)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1018, in _rc_params_in_file\\n with _open_file_or_url(fname) as fd:\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/contextlib.py\\\", line 59, in __enter__\\n return next(self.gen)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/site-packages/matplotlib/__init__.py\\\", line 1000, in _open_file_or_url\\n encoding = locale.getdefaultlocale()[1]\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/locale.py\\\", line 559, in getdefaultlocale\\n return _parse_localename(localename)\\n File \\\"/Users/antoinetteengel/anaconda/lib/python3.5/locale.py\\\", line 487, in _parse_localename\\n raise ValueError('unknown locale: %s' % localename)\\n\\nduring initialization of module PyPlot\\nwhile loading In[5], in expression starting on line 1\",\n \"\"\n ]\n }\n ],\n \"source\": [\n \"plot(epidays, allcases)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Hm, not too bad! Good choice of scale for the two axes. A light blue for the curve is not that readable for some people, but it looks pretty. The default is to show a legend but not title or axis labels.\\n\",\n \"\\n\",\n \"Plots lives up to its billing---simple to use, good pictures produced.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Tweak the current plot

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We choose different attributes by specifying the values of keywords. Plots provides many ways to do this, but I'll show only a few. For more information, see the Plots homepage https://juliaplots.github.io/ .\\n\",\n \"\\n\",\n \"I think the plot would be better if it used symbols for the data points. Let's also omit the line. That means the line type is set to \\\"scatter\\\". The keyword for the symbol that is plotted is \\\"marker\\\", and I choose \\\"diamond\\\" as its value. Note the use of the colon in the syntax below!\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(epidays, allcases, linetype = :scatter, marker = :diamond)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We should also add a title and axis labels, and while we're at it turn off the legend. For illustration, I also change the line type and line style so that a gray dotted line is plotted between the diamonds, tur the grid off and increase the size of the diamonds.\\n\",\n \"\\n\",\n \"For the long command that results, it is a good idea to use white space to break it into logical parts. Note that although visually it looks like several lines, it is just one function call and so in the sense of computer programming it is just one unit of code.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"[Plots.jl] Initializing backend: pyplot\\n\"\n ]\n },\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(epidays, allcases, # here are the data to be plotted, below are the attributes\\n\",\n \"title = \\\"West African EVD epidemic, total cases\\\", \\n\",\n \"xlabel = \\\"Days since 22 March 2014\\\",\\n\",\n \"ylabel = \\\"Total cases to date (three countries)\\\",\\n\",\n \"marker = (:diamond, 8), # note the use of parentheses to group the marker attributes into a composite of attributes \\n\",\n \"line = (:path, :dot, :gray), # line attributes likewise put together as one unit by the use of parantheses\\n\",\n \"legend = false,\\n\",\n \"grid = false) \\n\",\n \"\\n\",\n \"# A nice thing: this layout permits us add comments to individual parts of the function call. \\n\",\n \"# Also, notice that it helps readibility to line up vertically all the assignment \\\"=\\\" signs\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Save the current plot

\\n\",\n \"\\n\",\n \"Of course, one needs to be able to save plots from the screen in a format to be used elsewhere. For documents and presentations, pdf is a good format, while for websites .png is often preferred. \\n\",\n \"\\n\",\n \"The function to use is savefig(). Plots will follow the extension you provide for the filename. If you omit the filename, the defaults kick in and Plots will use png as the format and add .png as the file extension.\\n\",\n \"\\n\",\n \"All three cases are illustrated below. After you've saved the figures, check in your folder that they are there and work as advertised!\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"savefig(\\\"WAfricanEVD_noformatspecified\\\") # no extension, so plot saves it as .png \\n\",\n \"savefig(\\\"WAfricanEVD.pdf\\\") # Saved as a pdf\\n\",\n \"savefig(\\\"WAfricanEVD.png\\\") # Saved png format\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week2_5-MultipleCurves.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Multiple curves in a single diagram

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [\\\"if\\\" statements](#\\\"if\\\"-statements)\\n\",\n \"- [Using \\\"for\\\" and \\\"if\\\" to fill in missing data](#Using-\\\"for\\\"-and-\\\"if\\\"-to-fill-in-missing-data)\\n\",\n \"- [Plotting the different countries' data simultaneously](#Plotting-the-different-countries'-data-simultaneously)\\n\",\n \"- [Customising the simultanenous plot](#Customising-the-simultanenous-plot)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Use \\\"if\\\" to check for and remove non-numerical values in the data\\n\",\n \"- Plot several data series simultaneously\\n\",\n \"- Provide different markers and colours for the several data series\\n\",\n \"- Provide names to use in a legend for the plot\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

\\\"if\\\" statements

\\n\",\n \"\\n\",\n \"The \\\"if\\\" statement, and variations thereof, are one of the most fundamental structures in any programming language.\\n\",\n \"\\n\",\n \"Basically, from time to time, a program needs to choose between a path on which to proceed.\\n\",\n \"\\n\",\n \"The simplest choice is between doing something and doing nothing, which applies to a few of the data in our West African EVD data set. Let's load it now to illustrate; we slice to show only the last 10 lines, which is where the missing data are. \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10x9 Array{Any,2}:\\n\",\n \" 123 1201 672 427 319 249 129 525 224 \\n\",\n \" 114 982 613 411 310 174 106 397 197 \\n\",\n \" 102 779 481 412 305 115 75 252 101 \\n\",\n \" 87 528 337 398 264 33 24 97 49 \\n\",\n \" 66 309 202 281 186 12 11 16 5 \\n\",\n \" 51 260 182 248 171 12 11 \\\"–\\\" \\\"–\\\"\\n\",\n \" 40 239 160 226 149 13 11 \\\"-\\\" \\\"-\\\"\\n\",\n \" 23 176 110 168 108 8 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" 9 130 82 122 80 8 2 \\\"–\\\" \\\"–\\\"\\n\",\n \" 0 49 29 49 29 \\\"–\\\" \\\"–\\\" \\\"–\\\" \\\"–\\\"\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"EVDdata = readdlm(\\\"wikipediaEVDdatesconverted.csv\\\", ',') # again: don't forget the delimiter!\\n\",\n \"EVDdata[end-9:end, :] # note the use of \\\"end\\\" in the array slicing\\n\",\n \"# ... and that end-9:end is a range with 10 elements\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We see that some of them are not numbers. The last four columns (check the Wikipedia page again to confirm) are for Liberia and Sierra Leone. The absent data are because the first cases in those countries were reported after 22 March 2014.\\n\",\n \"\\n\",\n \"We would like to change them. First let's look at \\\"if\\\" statements, via some examples\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"a now has the value 0.025558986535572092\\n\"\n ]\n }\n ],\n \"source\": [\n \"a = rand()\\n\",\n \"println(\\\"a now has the value $a\\\")\\n\",\n \"if a > 0.5\\n\",\n \" println(\\\"this is quite a large value\\\")\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"a now has the value 0.711565814869876\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.7007733553509963\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.7807933552770858\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.6715079840698481\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.9930621327165114\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.42243403068019125\\n\",\n \"a now has the value 0.7654786602988768\\n\",\n \"this is quite a large a\\n\",\n \"a now has the value 0.09051702795909855\\n\"\n ]\n }\n ],\n \"source\": [\n \"# let's run this through a for loop to see it many times\\n\",\n \"# NB! Note the use of indentation to mark the start and end of the for and if structures\\n\",\n \"for k = 1:8\\n\",\n \" a = rand()\\n\",\n \" println(\\\"a now has the value $a\\\")\\n\",\n \" if a > 0.5\\n\",\n \" println(\\\"this is quite a large value\\\")\\n\",\n \" end \\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Using \\\"for\\\" and \\\"if\\\" to fill in missing data

\\n\",\n \"\\n\",\n \"Now we loop over *all* the data values. We use the function isnumber() to test whether the data value can be read as a number. This function returns either \\\"true\\\" or \\\"false\\\", so it is perfect for an \\\"if\\\" test.\\n\",\n \"\\n\",\n \"And of course, whenever \\\"isnumber(element)\\\" evaluates to \\\"false\\\", we must replace the element with a number. I choose 0 as the replacement, but other choices also work (notably \\\"NaN\\\"). Note also that isnumber() as a test only works if the argument is a string. Since any string converts to a string, we can safely use the function string() to convert the numbers to strings before we test with isnumber.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"rows, cols = size(EVDdata) # size() is a very useful function ... look it up with \\\"? size\\\"\\n\",\n \"for j = 1:cols\\n\",\n \" for i = 1:rows # this order goes does one column at a time\\n\",\n \" if !isnumber(string(EVDdata[i,j])) # remember that \\\"!\\\" is the NOT operator (week 1, lecture 5)\\n\",\n \" EVDdata[i,j] = 0\\n\",\n \" end\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's check those last few rows to see how it worked:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10x9 Array{Any,2}:\\n\",\n \" 123 1201 672 427 319 249 129 525 224\\n\",\n \" 114 982 613 411 310 174 106 397 197\\n\",\n \" 102 779 481 412 305 115 75 252 101\\n\",\n \" 87 528 337 398 264 33 24 97 49\\n\",\n \" 66 309 202 281 186 12 11 16 5\\n\",\n \" 51 260 182 248 171 12 11 0 0\\n\",\n \" 40 239 160 226 149 13 11 0 0\\n\",\n \" 23 176 110 168 108 8 2 0 0\\n\",\n \" 9 130 82 122 80 8 2 0 0\\n\",\n \" 0 49 29 49 29 0 0 0 0\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"EVDdata[end-9:end, :]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Plotting the different countries' data simultaneously

\\n\",\n \"\\n\",\n \"This is rather easy. We provide a first series for the x-values (namely the series epidays) and then we extract as an array the three columns with the individual countries. The plot is then a really simple function statement---that's the beauty of Plots.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"[Plots.jl] Initializing backend: pyplot\\n\"\n ]\n },\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# extract the data\\n\",\n \"epidays = EVDdata[:,1]\\n\",\n \"EVDcasesbycountry = EVDdata[:, [4, 6, 8]]\\n\",\n \"\\n\",\n \"# load Plots and plot them\\n\",\n \"using Plots\\n\",\n \"pyplot()\\n\",\n \"plot(epidays, EVDcasesbycountry)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Customising the simultanenous plot

\\n\",\n \"\\n\",\n \"The plot above is already fairly useful, but a better legend would help, and again I would prefer to be reminded that the data is only for every week or so, sometimes even less often. Title and axis labels are needed also. In this case perhaps the grid lines will also help to read the plot.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(epidays, EVDcasesbycountry,\\n\",\n \"marker = ([:octagon :star7 :square], 9),\\n\",\n \"label = [\\\"Guinea\\\" \\\"Liberia\\\" \\\"Sierra Leone\\\"],\\n\",\n \"title = \\\"EVD in West Africa, epidemic segregated by country\\\",\\n\",\n \"xlabel = \\\"Days since 22 March 2014\\\",\\n\",\n \"ylabel = \\\"Number of cases to date\\\",\\n\",\n \"line = (:scatter)\\n\",\n \")\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Ooops! The legend covers up part of the plot.\\n\",\n \"\\n\",\n \"It can be tricky to place legends. Sometime, as here, one can specify a different position inside to plot area. Alternatively, a slightly transparent legend will show that the plot continues as expected below it (this is done by specifying an alpha level smaller than 1; look at the Plots website for details). Legends outside the plot area are also used.\\n\",\n \"\\n\",\n \"The option \\\"topleft\\\" (again, note the use of \\\":\\\" to show it is a value of an attribute) will do nicely, we have to pass it to the keyword \\\"legend\\\", see below:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(epidays, EVDcasesbycountry,\\n\",\n \"legend = :topleft,\\n\",\n \"marker = ([:octagon :star7 :square], 9),\\n\",\n \"label = [\\\"Guinea\\\" \\\"Liberia\\\" \\\"Sierra Leone\\\"],\\n\",\n \"title = \\\"EVD in West Africa, epidemic segregated by country\\\",\\n\",\n \"xlabel = \\\"Days since 22 March 2014\\\",\\n\",\n \"ylabel = \\\"Number of cases to date\\\",\\n\",\n \"line = (:scatter)\\n\",\n \")\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"And why not save the plot?\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"savefig(\\\"L5testfig.pdf\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week3_1-SIRmodels.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

SIR models of disease dynamics

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [SIR Models: the concepts](#SIR-Models:-the-concepts)\\n\",\n \"- [SIR Models: the equations](#SIR-Models:-the-equations)\\n\",\n \"- [Julia code: the function for one time-step](#Julia-code:-the-function-for-one-time-step)\\n\",\n \"- [Julia code: the loop structure](#Julia-code:-the-loop-structure)\\n\",\n \"- [Running the model](#Running-the-model)\\n\",\n \"- [Plotting the results](#Plotting-the-results)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Define the compartments S, I and R of an SIR\\n\",\n \"- Formulate an SIR model for infectious diseases\\n\",\n \"- Write a \\\"for\\\" loop to for an SIR model \\n\",\n \"- Plot the curves for S(t), I(t) and R(t)\\n\",\n \"\\n\",\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

SIR Models: the concepts

\\n\",\n \"\\n\",\n \"SIR models formalise what is probably the simplest possible way to think of an epidemic: \\n\",\n \"- before the epidemic starts, there is a population at risk of catching the disease\\n\",\n \"- the disease spreads from infected to susceptible people\\n\",\n \"- after a while, people are no longer infected\\n\",\n \"- once infected, people are never infected again\\n\",\n \"- we ignore all other differences between people\\n\",\n \"\\n\",\n \"We use the symbol $S$ for the number of people who are still at risk of the disease. \\\"$S$\\\" is short for \\\"susceptible\\\", meaning a person who hasn't had the disease and might catch it. We think of $S$ as a function of time, that is, we think that as the epidemic progresses, $S$ changes. Therefore we write $S(t)$ for the number of suseptibles at time $t$.\\n\",\n \"\\n\",\n \"The number $S(0)$, which is the number of susceptibles at the start of the epidemic, is a key value in this model.\\n\",\n \"\\n\",\n \"The number of infected people at time $t$ is given by $I(t)$. We assume that $I(0) > 0$, because otherwise the epidemic can't start.\\n\",\n \"\\n\",\n \"Finally, the people previously infected but no longer infectious are called \\\"removed\\\". (Unfortunately, this doesn't mean they've recovered. They may still be ill, or as happens tragically often with Ebola, they may be dead). We use $R(t)$ to symbolise the number of removed people at time $t$.\\n\",\n \"\\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"**NB! It is not necessary for S, I and R to be whole numbers. ** This is a model, and all we want is for the predicted values of $S$, $I$ and $R$ to be close to what is observed. By close we mean within a few percent. In fact, because the models are so simple and the real situation so variable, getting numbers within a few percent is a major achievement.\\n\",\n \"\\n\",\n \"Unfortunately, this is usually possible only with hindsight. We will show that an SIR model can do pretty well for the 2014 West African EVD epidemic, but it will be with hindsight. The course of the epidemic was not successfully predicted until it was nearly over.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

SIR Models: the equations

\\n\",\n \"\\n\",\n \"We will model $S$, $I$ and $R$ in discrete time steps. In fact, we will use the same length of time step $dt$ for every step. We denote by $t_i$ the time after $i$ steps. Since we assume that $t_0 = 0$, we have $t_i = i\\\\,dt$.\\n\",\n \"\\n\",\n \"The model steps from $t_i$ to $t_{i+1}$, so what we want to do is use the values of $S(t_i)$, $I(t_i)$ and $R(t_i)$ to predict the values $S(t_{i+1})$, $I(t_{i+1})$ and $R(t_{i+1})$. So our model is set up in terms of three equations.\\n\",\n \"\\n\",\n \"These equations all have the form \\\"new value = old value + gains - losses\\\". The model specifies how we calculate the gains and losses.\\n\",\n \"\\n\",\n \"For susceptibles, there is only a loss term. The simplest SIR models come from the so-called \\\"law of mass action\\\". This law holds that all susceptibles have an equal chance of meeting an infected person. And the same is assumed for infected people. Then the number of meetings of infecteds and susceptibles is proportional to product $SI$. We use the symbol $\\\\lambda$ for the constant of proportionality, and we interpret $\\\\lambda SI$ as the rate at which susceptibles become infected. This is of course a rate per day. So the actual loss over the time step $dt$ is actually $\\\\lambda SI\\\\,dt$ so the equation for $S$ is\\n\",\n \"\\n\",\n \"1 ... $ S(t_{i+1}) = S(t_i) - \\\\lambda S(t_i)I(t_i)\\\\,dt$.\\n\",\n \"\\n\",\n \"On the other hand, the loss rate for infected people is just a constant probability of recovery per unit time. So a constant fraction $\\\\gamma$ is removed from the infecteds per day. This gives a loss of $\\\\gamma I$ infecteds per day, which is $\\\\gamma I\\\\,dt$ loss of infecteds per time step. The gain of infecteds must be exactly the susceptibles who become infected, so the equation for $I$ is\\n\",\n \"\\n\",\n \"2 ... $I(t_{i+1}) = I(t_i) + \\\\lambda S(t_i)I(t_i)\\\\,dt - \\\\gamma I(t_i)\\\\,dt$.\\n\",\n \"\\n\",\n \"In an SIR model, the removed population equation has only a gain term, no loss term. What is lost from infecteds is gained by removeds, so the equation for $R$ is\\n\",\n \"\\n\",\n \"3 ... $R(t_{i+1}) = R(t_i) + \\\\gamma I(t_i)\\\\,dt$.\\n\",\n \"\\n\",\n \"Our discrete SIR model consists of equations 1, 2 and 3 for $S$, $I$, $R$.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Julia code: the function for one time-step

\\n\",\n \"\\n\",\n \"So now we consider the best way to write the Julia code. We have several options: we could write a \\\"for\\\" loop with the three equations inside; we could make three functions, one for each of $S$, $I$ and $R$; we could combine all three into one array and write one function to update all three at the same time. We will do that here.\\n\",\n \"\\n\",\n \"**Julia functions have access to all variables that are visible at the level that the function is created**\\n\",\n \"\\n\",\n \"This feature of Julia will surprise many experienced programmers. If we assign a value to the variable b and then call a function that uses b without mentioning b in the argument of the function, the function will nevertheless use the value of b as needed. See below:\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"24\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"b = 4;\\n\",\n \"f(x) = b*x\\n\",\n \"f(6)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We will use this feature to pass the values of $\\\\lambda$ and $\\\\gamma$ to the updating function. That is, in writing the code for the function, we pass it only the $S$, $I$, $R$ arguments and take the parameter values from the context in which the function is called. This is actually amazingly convenient, especially when we want to experiment with different parameter values for the sake of fitting the model output to the data.\\n\",\n \"\\n\",\n \"This means the function looks like this:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"updateSIR (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function updateSIR(popnvector) # some liberty here: using upper case in the function name\\n\",\n \" susceptibles = popnvector[1];\\n\",\n \" infecteds = popnvector[2]; \\n\",\n \" removeds = popnvector[3];\\n\",\n \" newS = susceptibles - lambda*susceptibles*infecteds*dt\\n\",\n \" newI = infecteds + lambda*susceptibles*infecteds*dt - gam*infecteds*dt #note abbreviation for gamma (see below)\\n\",\n \" newR = removeds + gam*infecteds*dt\\n\",\n \" return [newS newI newR] # NB! spaces only to make this a one row of a two-dimensional array\\n\",\n \" # and note the use of \\\"return\\\" to specify what the function output should be \\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"One should always do at least minimal checking that a function works as expected. \\n\",\n \"\\n\",\n \"For professional code, one should do extensive checking, both of output and input ... one should in fact write the function so that if it fails, it fails gracefully, and give it some protection against error conditions. But we're not writing professional code!\\n\",\n \"\\n\",\n \"On the other hand, let us take the opportunity also to illustrate some typical bugs and how to meet them.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1x3 Array{Float64,2}:\\n\",\n \" 975.0 34.5 20.5\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# first we set the parameters\\n\",\n \"dt = 0.5 # so we are taking two steps per day\\n\",\n \"lambda = 1/200; gam = 1/10 #note that gamma is a function in the stats packages, so let's not use it as a name\\n\",\n \"\\n\",\n \"# then we specify the input vector to the function\\n\",\n \"s, i, r = 1000., 10, 20 # multiple assignment\\n\",\n \"vec = [s i r] # followed by creating the input vector; spaces again so that it is a row of an array\\n\",\n \"updateSIR(vec) # finally the actual function call to test the function\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Julia code: the loop structure

\\n\",\n \"\\n\",\n \"Now we consider the loop structure. We can't run the model indefinitely, of course, so there has to be a definite end time $T_f$. We will use $T_f=610$ days, which is just a little more than the number of epidemic days in the data from Wikipedia.\\n\",\n \"\\n\",\n \"The number of steps is then in principle $n = T_f/dt$, but here is a delicate moment in the use of computers. Computer arithmetic is not infinitely precise, and so we cannot be quite sure that if we use the computer to calculate $n$ in this way that we will exactly have $n\\\\,dt = T_f$ as we expect on the grounds of algebra. I like to set time as a separate variable, to keep explicit track of step number $i$, and to continue for $n$ steps. Then if at the end the time is not exactly $T_f$ it doesn't matter, because it will be extremely close to it.\\n\",\n \"\\n\",\n \"The take-home message is DO NOT RELY ON EXACT EQUALITY, even if you can reasonably expect it. Computers normally are only very close to the numbers you, the programmer, are thinking of (excluding again the exactness that professional programmers may sometimes achieve).\\n\",\n \"\\n\",\n \"Knowing the value of $n$ also allows us to initialise an array to hold all the values as they're collected, one row of three elements for each value of the time. This will end up being $n+1$ values, of course.\\n\",\n \"\\n\",\n \"So here is the concept code:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"tfinal = 610; # respecting community values: lowercase only in the names \\n\",\n \"nsteps = round(Int64, tfinal/dt) # note the use of round() with type Int64 to ensure that nsteps is an integer\\n\",\n \"resultvals = Array(Float64, nsteps+1, 3) #initialise array of type Float64 to hold results\\n\",\n \"timevec = Array(Float64, nsteps+1) # ... ditto for time values\\n\",\n \"\\n\",\n \"# specify the initial values S(0), I(0), R(0)\\n\",\n \"# resultvals[1,:] = [s0, i0, r0] # ... and assign them to the first row\\n\",\n \"\\n\",\n \"for step = 1:nsteps\\n\",\n \" # call updateSIR with the step vals and load result into resultvals[step+1, :]\\n\",\n \" # update time and load it into timevec\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Running the model

\\n\",\n \"\\n\",\n \"We can now run the model. To illustrate the steps, I paste the cell above into the cell below, and supply the missing bits, this includes the parameter values that we set up before, but not the updateSIR function, as we do not wish to modify that.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# set the values that define the current run\\n\",\n \"lambda = 1/20000 # infection rate parameter (assumes rates are per day)\\n\",\n \"gam = 1/10 # recovery rate parameter (ditto)\\n\",\n \"dt = 0.5 # length of time step in days\\n\",\n \"tfinal = 610; # respecting community values: lowercase only in the names \\n\",\n \"s0 = 10000.0 # initial susceptibles, note that we use the type Float64 from the start\\n\",\n \"i0 = 4. # initial infecteds; set this to 1. to mimic an epidemic with an index case\\n\",\n \"r0 = 0. # not always the case, of course\\n\",\n \"\\n\",\n \"# initialise \\n\",\n \"nsteps = round(Int64, tfinal/dt) # note the use of round() with type Int64 to ensure that nsteps is an integer\\n\",\n \"resultvals = Array(Float64, nsteps+1, 3) #initialise array of type Float64 to hold results\\n\",\n \"timevec = Array(Float64, nsteps+1) # ... ditto for time values\\n\",\n \"resultvals[1,:] = [s0, i0, r0] # ... and assign them to the first row\\n\",\n \"timevec[1] = 0. # also Float64, of course.\\n\",\n \"\\n\",\n \"for step = 1:nsteps\\n\",\n \" resultvals[step+1, :] = updateSIR(resultvals[step, :]) # NB! pay careful attention to the rows being used\\n\",\n \" timevec[step+1] = timevec[step] + dt\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Plotting the results

\\n\",\n \"\\n\",\n \"It is now simple to plot the three population components versus the time.\\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots\\n\",\n \"pyplot()\\n\",\n \"plot(timevec, resultvals) # quick and dirty! Plots ought to interpret this as we mean it ...\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"plot(timevec, resultvals, # we should of course at a minimum provide some labels\\n\",\n \"title = \\\"Example of SIR results\\\",\\n\",\n \"xlabel = \\\"Epidemic day\\\",\\n\",\n \"ylabel = \\\"Population size\\\",\\n\",\n \"label = [\\\"Susceptibles\\\" \\\"Infecteds\\\" \\\"Removeds\\\"]\\n\",\n \")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week3_2-MoreSIR.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

More on SIR models

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [The threshold prediction of our SIR model](#The-threshold-prediction-of-our-SIR-model)\\n\",\n \"- [The duration of infectiousness implied by our model](#The-duration-of-infectiousness-implied-by-our-model)\\n\",\n \"- [A phase plane: plots of $I$ vs $S$](#A-phase-plane:-plots-of-$I$-vs-$S$)\\n\",\n \"- [Putting it all together: estimates of $\\\\gamma$ and $\\\\lambda$](#Putting-it-all-together:-estimates-of-$\\\\gamma$-and-$\\\\lambda$)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Explain the threshold phenomenon in SIR models\\n\",\n \"- Use three-week duration of infectiousness to estimate $\\\\gamma$ in our EVD model\\n\",\n \"- Plot the course of an epidemic in the $SI$ phase plane\\n\",\n \"- Use country populations plus the threshold phenomenonn to estimate $\\\\lambda$ in our EVD model\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The threshold prediction of our SIR model

\\n\",\n \"\\n\",\n \"Recall the three equations of our SIR model:\\n\",\n \"\\n\",\n \"1 ... $ S(t_{i+1}) = S(t_i) - \\\\lambda S(t_i)I(t_i)\\\\,dt$\\n\",\n \"\\n\",\n \"2 ... $I(t_{i+1}) = I(t_i) + \\\\lambda S(t_i)I(t_i)\\\\,dt - \\\\gamma I(t_i)\\\\,dt$\\n\",\n \"\\n\",\n \"3 ... $R(t_{i+1}) = R(t_i) + \\\\gamma I(t_i)\\\\,dt$\\n\",\n \"\\n\",\n \"And recall that $S(t)$ is a symbol for the size of the susceptible population (not yet infected) at time $t$, likewise $I(t)$ represents the infecteds, and $R(t)$ the removeds.\\n\",\n \"\\n\",\n \"The parameter $\\\\lambda$ models the likelihood that when an infected person meets a susceptible person, the susceptible person becomes infected.\\n\",\n \"\\n\",\n \"The parameter $\\\\gamma$ models the rate at which infected people become removed.\\n\",\n \"\\n\",\n \"Our task in this lecture is to propose estimates for the parameter values. To do so, we will use the *threshold phenomenon* of our model: for given values of $\\\\lambda$ and $\\\\gamma$, there is no epidemic unless $S(0)$ is big enough. \\n\",\n \"\\n\",\n \"The reasoning is simple: for an epidemic to happen, the infection must spread. But that means more people must be getting infected than are recovering. That is, the gain minus the loss of infecteds must be positive. In symbols, we must have\\n\",\n \"\\n\",\n \"$\\\\lambda SI - \\\\gamma I > 0$\\n\",\n \"\\n\",\n \"This can only happen if $\\\\lambda S - \\\\gamma > 0$. In other words, the number of infecteds can increase only when $S > \\\\gamma/\\\\lambda$.\\n\",\n \"\\n\",\n \"This implies that if the initial population is below the threshold, indicated by $S(0) < \\\\gamma/\\\\lambda$, then the number of infecteds, even if initially large, will decrease. That is, in a small enough population, any initial infection simply dies out. On the other hand, if $S(0)>\\\\gamma/\\\\lambda$, the number of infecteds will increase, at least for a while.\\n\",\n \"\\n\",\n \"It is of course obvious that for our model to apply to the West African epidemic, our parameter values must be such that the susceptible population at the beginning of 2014 was larger than $\\\\gamma/\\\\lambda$. \\n\",\n \"\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The duration of infectiousness implied by our model

\\n\",\n \"\\n\",\n \"We note that the loss rate of infecteds is given by $\\\\gamma I$. This means that every day, the fraction of infected people becoming removed is $\\\\gamma$.\\n\",\n \"\\n\",\n \"For example, consider $\\\\gamma = 1/10$. Then every day a tenth of ill people recover. If we assume that every person is ill for 10 days, and as many people are getting ill as recovering, then a tenth of all ill people recover every day.\\n\",\n \"\\n\",\n \"In other words, it makes sense to thing of the duration of one person's illness as $1/\\\\gamma$. Recall that the duration of EVD is approximately three weeks. This means we may estimate that $1/\\\\gamma\\\\approx 21$. We will therefore set $\\\\gamma=0.05$ as a reasonable estimate.\\n\",\n \"\\n\",\n \"It is crude to think that they are equally infectious every day of these three weeks, but that is what we are doing. Our assumption was that the only difference between people is whether they are susceptible, infected or removed.\\n\",\n \"\\n\",\n \"Likewise, it is crude to think that all infected people are ill in the same way and for the same duration, but again this is what we do. In fact, without a lot more data (especially data on duration of illness) and a considerably more complicated model, this is all we can do. \"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

A phase plane: plots of $I$ vs $S$

\\n\",\n \"\\n\",\n \"A good way to illustrate the threshold phenomenon is via plots of $I$ versus $S$. That is, we run the model as we did in the previous lecture, but now we plot the phase diagram. (Well, part of it---the full phase diagram gives all three dependent variables.)\\n\",\n \"\\n\",\n \"We re-use the code from the previous lecture (just cut and paste):\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"updateSIR (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function updateSIR(popnvector) # exactly the same function as before\\n\",\n \" susceptibles = popnvector[1];\\n\",\n \" infecteds = popnvector[2]; \\n\",\n \" removeds = popnvector[3];\\n\",\n \" newS = susceptibles - lambda*susceptibles*infecteds*dt\\n\",\n \" newI = infecteds + lambda*susceptibles*infecteds*dt - gam*infecteds*dt \\n\",\n \" newR = removeds + gam*infecteds*dt\\n\",\n \" return [newS newI newR] \\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Plots.PyPlotBackend()\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots # and of course we need to load Plots and choose to use the PyPlot backend\\n\",\n \"pyplot()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"# likewise, a run of the model uses exactly the same code ... but we'll play a bit with the values that determine a run\\n\",\n \"\\n\",\n \"gam = 1/20. # recovery rate parameter (ditto)\\n\",\n \"dt = 0.5 # length of time step in days\\n\",\n \"tfinal = 610.; # respecting community values: lowercase only in the names \\n\",\n \"s0 = 22000000. # initial susceptibles, note that we use the type Float64 from the start\\n\",\n \"i0 = 4. # initial infecteds; set this to 1. to mimic an epidemic with an index case\\n\",\n \"r0 = 0. # not always the case, of course\\n\",\n \"lambda = gam/(0.1*s0)\\n\",\n \"\\n\",\n \"# initialise \\n\",\n \"nsteps = round(Int64, tfinal/dt) # note the use of round() with type Int64 to ensure that nsteps is an integer\\n\",\n \"resultvals = Array(Float64, nsteps+1, 3) #initialise array of type Float64 to hold results\\n\",\n \"timevec = Array(Float64, nsteps+1) # ... ditto for time values\\n\",\n \"resultvals[1,:] = [s0, i0, r0] # ... and assign them to the first row\\n\",\n \"timevec[1] = 0. # also Float64, of course.\\n\",\n \"\\n\",\n \"for step = 1:nsteps\\n\",\n \" resultvals[step+1, :] = updateSIR(resultvals[step, :]) # NB! pay careful attention to the rows being used\\n\",\n \" timevec[step+1] = timevec[step] + dt\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# now we can plot the outcome \\n\",\n \"\\n\",\n \"svals = resultvals[:,1]; # get the results\\n\",\n \"ivals = resultvals[:,2];\\n\",\n \"\\n\",\n \"plot(svals, ivals, title = \\\"First look at I vs S plot\\\") # and plot them\\n\",\n \"\\n\",\n \"# we first vary S(0); the initial threshold is (0.1)/(1/20000) = 2000\\n\",\n \"# one can also vary gam and lambda and dt\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Putting it all together: estimates of $\\\\gamma$ and $\\\\lambda$

\\n\",\n \"\\n\",\n \"We already have the estimate $\\\\gamma = 0.05$, based on a 20-day infectious period per patient.\\n\",\n \"\\n\",\n \"We now need estimates of $\\\\lambda$ and of $S(0)$ (we will discuss $I(0)$ and $R(0)$ later).\\n\",\n \"\\n\",\n \"Since at the beginning of the epidemic, one could not safely say that any person in the three countries concerned would never be exposed to the Ebola virus, we should assume that the susceptible population was the sum of the populations of Guinea, Liberia and Sierra Leone. Using Wikipedia, this gives us $S(0)=22\\\\times10^6$, because in total there are approximately 22 million people in these countries.\\n\",\n \"\\n\",\n \"Now we use the threshold, which we write as $S^\\\\ast = \\\\gamma/\\\\lambda$, so that $\\\\lambda = \\\\gamma/S^\\\\ast$. Assuming that our $S(0)$ is far larger than $S^\\\\ast$, because the epidemic was so severe, let us set $S^\\\\ast = 0.1S(0)=2.2\\\\times10^6$. This gives the estimate $\\\\lambda = 0.05/2.2\\\\times10^6 \\\\approx 2.3\\\\times10^{-8}$. \\n\",\n \"\\n\",\n \"Let's go back to our phase plot and put in these estimates.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week3_3-PlottingData.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Plotting data and an approximately fitted line simultaneously

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Julia's modify-the-argument functions](#Julia's-modify-the-argument-functions)\\n\",\n \"- [The difference between plot() and plot!()](#The-difference-between-\\\"plot\\\"-and-\\\"plot!\\\")\\n\",\n \"- [An example: approximating the cosine function](#An-example:-approximating-the-cosine-function)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Explain how Julia's plot!() function differs from plot()\\n\",\n \"- Use plot!() to overlay a fitted curve to a scatter of data\\n\",\n \"- Modify the plot: adding labels, axis styles, line styles etc\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Julia's modify-the-argument functions

\\n\",\n \"\\n\",\n \"A lovely feature of Julia is the convention of labelling modify-the-argument functions with an exclamation mark.\\n\",\n \"\\n\",\n \"For example, consider the function fill!(), illustrated below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" \\\"hello ... word\\\"\\n\",\n \" \\\"hello ... word\\\"\\n\",\n \" \\\"hello ... word\\\"\\n\",\n \" \\\"hello ... word\\\"\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"tempvar = Array(Any, 4)\\n\",\n \"fill!(tempvar, \\\"hello ... word\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" 777\\n\",\n \" 777\\n\",\n \" 777\\n\",\n \" 777\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"fill!(tempvar, 777)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's just look at how the help system briefly, comparing these two functions and also looking at all functions starting with \\\"a\\\" and with \\\"b\\\" to see how many of the modify-in-place functions Julia has.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"search: any all abs ans ANY atan asin asec any! all! airy acsc acot acos abs2\\n\",\n \"\\n\",\n \"Couldn't find a\\n\",\n \"Perhaps you meant *, +, -, /, ^, h, w, !, $, %, &, :, <, >, I, \\\\, e, |, ~ or ×\\n\"\n ]\n },\n {\n \"ename\": \"LoadError\",\n \"evalue\": \"LoadError: \\\"a\\\" is not defined in module Main\\nwhile loading In[11], in expression starting on line 119\",\n \"output_type\": \"error\",\n \"traceback\": [\n \"LoadError: \\\"a\\\" is not defined in module Main\\nwhile loading In[11], in expression starting on line 119\",\n \"\",\n \" in error at /Applications/Julia-0.4.6.app/Contents/Resources/julia/lib/julia/sys.dylib\",\n \" in which_module at /Applications/Julia-0.4.6.app/Contents/Resources/julia/lib/julia/sys.dylib\",\n \" in call at /Applications/Julia-0.4.6.app/Contents/Resources/julia/lib/julia/sys.dylib\"\n ]\n }\n ],\n \"source\": [\n \"?b\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We see that quite a few functions have a plain form and an exclamation form. And many of the exclamation-ending-modify-in-place functions do things like add or remove values. They tend to be low level functions. The advantage of course is that as values are created they are written to space in memory that is already in use. This can speed up one's code significantly, and can also be important when your data sets are so large that memory efficiency becomes an issue.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

The difference between \\\"plot\\\" and \\\"plot!\\\"

\\n\",\n \"\\n\",\n \"As we remarked, Plots is a package for using all the Julia plotting packages. The designer of Plots made the interesting choice (I think) to have only one active plot: if you want to make a different plot, you save your current plot and start on a new one. This simplifies the display of a plot. In our case, the notebook allows us to view different plots, because each plot is saved with its particular cell. In keeping with the idea of Plots, you cannot associate more than one plot with a cell.\\n\",\n \"\\n\",\n \"So in general, if you call plot() a second time, it wipes out the old plot and draws a completely new one. But Plots *also* doesn't allow you to specify multiple different x-values for your plot. You can plot many different curves, as we did for the different countries' Ebola numbers (week 2, lecture 5), but only if they all use the same x-values.\\n\",\n \"\\n\",\n \"To enable us to plot completely different curves, not only in style and colour and so on but also completely different x- and y-values, Plots gives us a function that modifies an existing plot. This function is plot!().\\n\",\n \"\\n\",\n \"So the idea is the following: specify a plot for the first set of data using \\\"plot()\\\", and then specify, on the same plot, a second set of data by using \\\"plot!\\\"\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

An example: approximating the cosine function

\\n\",\n \"\\n\",\n \"An example will make this clear. It is well known that the cosine function has approximations based on Taylor series. We will use the fact that \\n\",\n \"\\n\",\n \"$cos(x) \\\\approx 1 - \\\\dfrac{x^2}{2} + \\\\dfrac{x^4}{24} - \\\\dfrac{x^6}{720}$\\n\",\n \"\\n\",\n \"is an excellent approximation as long as $x$ is near zero. We will pretend the approximate values are experimental data, so there are just a few points. Then we compare the actual function as a curve, and compare them.\\n\",\n \"\\n\",\n \"While we're at it, let's practice writing functions. We will write a function that takes a whole vector as input, and one by one evaluates the elements using the approximation formula, and then returns an output vector of the same size as the input.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"200-element Array{Float64,1}:\\n\",\n \" 1.0 \\n\",\n \" 0.999546\\n\",\n \" 0.998182\\n\",\n \" 0.995912\\n\",\n \" 0.992736\\n\",\n \" 0.988658\\n\",\n \" 0.983681\\n\",\n \" 0.97781 \\n\",\n \" 0.971051\\n\",\n \" 0.963408\\n\",\n \" 0.95489 \\n\",\n \" 0.945504\\n\",\n \" 0.935258\\n\",\n \" ⋮ \\n\",\n \" 0.816864\\n\",\n \" 0.833882\\n\",\n \" 0.850142\\n\",\n \" 0.865629\\n\",\n \" 0.880329\\n\",\n \" 0.894229\\n\",\n \" 0.907317\\n\",\n \" 0.919579\\n\",\n \" 0.931006\\n\",\n \" 0.941586\\n\",\n \" 0.951311\\n\",\n \" 0.96017 \"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"function approxcos(x)\\n\",\n \" #initialise the output ... note the use of size() to specify the dimensions of the output vector\\n\",\n \" outval = Array(Any, size(x)) \\n\",\n \" \\n\",\n \" # now we loop over the input vector, and for each element calculate and store the approximation\\n\",\n \" ii = 0 # this will be the index into the vector\\n\",\n \" for aa in x # this aa is just a number, an element of the vector\\n\",\n \" y = 1 - aa^2/2 + aa^4/24 - aa^6/720 + aa^8/(56*720) # the approximation ...\\n\",\n \" ii = ii+1 #this sets the index correctly\\n\",\n \" outval[ii] = y # and this stores the approximation in the right place\\n\",\n \" \\n\",\n \" end\\n\",\n \" \\n\",\n \" return outval \\n\",\n \"end\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"x1 = 6rand(10) # rand() is one of several random number functions in Julia. It returns numbers that uniformly fill the interval [0, 1]\\n\",\n \"# .... here we use it get a set of sampling points in the interval [0, 4]\\n\",\n \"\\n\",\n \"x2 = linspace(0, 6, 200) # look up linspace() using \\\"?\\\" ... it's a nice way to get evenly spaced points\\n\",\n \"\\n\",\n \"\\n\",\n \"y1 = approxcos(x1)\\n\",\n \"y2 = cos(x2)\\n\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# now the plots\\n\",\n \"using Plots; pyplot() # it is sometimes convenient to cram a line in this way\\n\",\n \"\\n\",\n \"#first the plot of the approximation points\\n\",\n \"plot(x1, y1, line=:scatter, legend=:false, title=\\\"Illustrating 6th-order approximation to cos\\\")\\n\",\n \"\\n\",\n \"plot!(x2,y2; line = (:path, :red)) #then add the accurate line with plot!()\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week3_4-RoughFit.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Using the data: a rough fit of the model parameters

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lecture

\\n\",\n \"\\n\",\n \"- [Outcome](#Outcome)\\n\",\n \"- [Total cases data: observation vs model](#Total-cases-data:-observation-vs-model)\\n\",\n \"- [Interactively fitting the model to data using the notebook](#Interactively-fitting-the-model-to-data-using-the-notebook)\\n\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Outcome

\\n\",\n \"\\n\",\n \"After this lecture, you will be able to\\n\",\n \"- Extract total number of cases per epidemic day from a a run of our EVD model\\n\",\n \"- Use a plot to compare model values to observed values\\n\",\n \"- Use the interactive notebook to adjust $\\\\lambda$, $\\\\gamma$ and $S(0)$ \\n\",\n \"- Estimate quickly a fairly good set of values by improving the fit of the model to the data\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Total cases data: observation vs model

\\n\",\n \"\\n\",\n \"When one fits data to a model, the first thing is to ensure that the numbers from the model and the numbers from observation really represent the same thing.\\n\",\n \"\\n\",\n \"In this case, the data reported in Wikipedia are of two kinds: total cases to date, and total deaths. Our model does not include deaths, so we cannot use that data. Moreover, in our model there is no explicit record of the number of cases. Therefore we have first to work out how to get our model to tell us what the total number of cases are.\\n\",\n \"\\n\",\n \"Fortunately, that is not hard. The total cases to date is the number of people who have ever been infected. But every such person is either in the infected group currently or has moved to the removed group. So the total number of cases at time $t$ is $I(t) + R(t)$. We will use $C(t)$ to denote the modelled number of cases, and $W(t)$ for the reported number of cases from Wikipedia.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let us rerun the model as we left it at the end of the previous lecture, with the estimates from there:\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"updateSIR (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"using Plots # might as well start by loading Plots and choose to use the PyPlot backend\\n\",\n \"pyplot()\\n\",\n \"\\n\",\n \"# now lets get the total cases data\\n\",\n \"EVDdata = readdlm(\\\"wikipediaEVDdatesconverted.csv\\\", ',')\\n\",\n \"tvalsfromdata = EVDdata[:,1] # the epidemic day values\\n\",\n \"totalcasesfromdata = EVDdata[:, 2] # we'll extract individual countries when we need them\\n\",\n \"\\n\",\n \"# here's the function that drives the changes that happen every time step\\n\",\n \"function updateSIR(popnvector) # exactly the same function as before\\n\",\n \" susceptibles = popnvector[1];\\n\",\n \" infecteds = popnvector[2]; \\n\",\n \" removeds = popnvector[3];\\n\",\n \" newS = susceptibles - lambda*susceptibles*infecteds*dt\\n\",\n \" newI = infecteds + lambda*susceptibles*infecteds*dt - gam*infecteds*dt \\n\",\n \" newR = removeds + gam*infecteds*dt\\n\",\n \" return [newS newI newR] \\n\",\n \"end\\n\",\n \"\\n\",\n \"# this cell we need to run only once\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# set parameter values\\n\",\n \"lambda = 1.47*10^-6. # infection rate parameter (assumes rates are per day)\\n\",\n \"gam = 1/8. # recovery rate parameter (ditto)\\n\",\n \"dt = 0.5 # length of time step in days\\n\",\n \"tfinal = 610.; # respecting community values: lowercase only in the names \\n\",\n \"\\n\",\n \"# set initial values (originally s0, lambda, gam, i = 22.*10^6., 2.3*10^-8., 0.05, 4. )\\n\",\n \"s0 = 10.^5. # initial susceptibles, note that we use the type Float64 from the start\\n\",\n \"i0 = 30. # initial infecteds; set this to 1. to mimic an epidemic with an index case\\n\",\n \"r0 = 0. # not always the case, of course\\n\",\n \"\\n\",\n \"# initialise \\n\",\n \"nsteps = round(Int64, tfinal/dt) # note the use of round() with type Int64 to ensure that nsteps is an integer\\n\",\n \"resultvals = Array(Float64, nsteps+1, 3) #initialise array of type Float64 to hold results\\n\",\n \"timevec = Array(Float64, nsteps+1) # ... ditto for time values\\n\",\n \"resultvals[1,:] = [s0, i0, r0] # ... and assign them to the first row\\n\",\n \"timevec[1] = 0. # also Float64, of course.\\n\",\n \"\\n\",\n \"# the main loop over time steps\\n\",\n \"for step = 1:nsteps\\n\",\n \" resultvals[step+1, :] = updateSIR(resultvals[step, :]) # NB! pay careful attention to the rows being used\\n\",\n \" timevec[step+1] = timevec[step] + dt\\n\",\n \"end\\n\",\n \"\\n\",\n \"# make the plot\\n\",\n \"ivals = resultvals[:, 2]\\n\",\n \"rvals = resultvals[:, 3]\\n\",\n \"cvals = ivals + rvals # assemble the model values for the case\\n\",\n \"\\n\",\n \"plot(timevec, cvals, # first the model's output s plotted as a line\\n\",\n \"label = \\\"Model values\\\",\\n\",\n \"xlabel = \\\"Epidemic day\\\",\\n\",\n \"ylabel = \\\"Number of cases to date\\\",\\n\",\n \"title = \\\"Model versus data\\\")\\n\",\n \"\\n\",\n \"plot!(tvalsfromdata, totalcasesfromdata,\\n\",\n \"#legend = :right,\\n\",\n \"line = :scatter,\\n\",\n \"label = \\\"Reported number of cases\\\")\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"There's quite a lot wrong here! Obviously the epidemic is going to far, too fast. We might also like to add \\\"legend = :right\\\" to stop it blocking things ... but we don't know where it is going to be needed, so that would premature.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

Interactively fitting the model to data using the notebook

\\n\",\n \"\\n\",\n \"We now interactively use the notebook, changing the values of $S(0)$, $\\\\lambda$ and $\\\\gamma$. In fact, it makes a difference what we set $I(0)$ as well, because that influences the start of the modelled epidemic quite a bit. While in principle also $R(0)$ also matters, it is very small and hence it's influence is minimal.\\n\",\n \"\\n\",\n \"It turns out that we have to adjust $S(0)$ especially, and accordingly the value of $\\\\lambda$ needs to be adjusted as well.\\n\",\n \"\\n\",\n \"No need to write out new code, we just navigate up to the cell where the model is run and plotted, and play there.\\n\",\n \"\\n\",\n \"(The values of using $S(0) = 10^5$, $I(0) = 30$, $\\\\gamma = 1/8$ and $\\\\lambda = 1.47 \\\\times 10^{−6}$ were found by extensive experimentation of this kind).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Week3_Honors1-Types.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\",\n \"\\n\"\n ],\n \"text/plain\": [\n \"HTML{ASCIIString}(\\\"\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\\n\\\")\"\n ]\n },\n \"execution_count\": 1,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Setting up a custom stylesheet in IJulia\\n\",\n \"file = open(\\\"style.css\\\") # A .css file in the same folder as this notebook file\\n\",\n \"styl = readall(file) # Read the file\\n\",\n \"HTML(\\\"$styl\\\") # Output as HTML\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"# Types\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"

In this lesson

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Importing the packages for this lesson](#Importing-the-packages-for-this-lesson)\\n\",\n \"- [Outcomes](#Outcomes)\\n\",\n \"- [The type system in Julia](#The-type-system-in-Julia)\\n\",\n \"- [Type creation](#Type-creation)\\n\",\n \"- [Conversion and promotion](#Convertion-and-promotion)\\n\",\n \"- [Parametrizing a type](#Parametrizing-a-type)\\n\",\n \"- [The equality of values](#The-equality-of-values)\\n\",\n \"- [Defining methods for functions that will use user-types](#Defining-methods-for-functions-that-will-use-user-types)\\n\",\n \"- [Constraining field values](#Constraining-field-values)\\n\",\n \"- [More complex parameters](#More-complex-parameters)\\n\",\n \"- [Screen output of a user-defined type](#Screen-output-of-a-user-defined-type)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Introduction

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A computer variable, which is a space in memory, holds values of different types, i.e. integers, floating point values, and strings. In some languages the type of the value to be held inside of a variable must be explicitely declared. These languages are termed *statically typed*. In *dynamically typed* languages nothing is known about the type of the value held inside the variable until runtime. Being able to write code operating on different types is termed *polymorphism*.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia is a dynamically typed language, yet it is possible to declare a type for values as well. Declaring a type allows for code that is clear to understand. As an assertion it can help to confirm that your code is working as expected. It can also allow for faster code execution by providing the compiler with extra information.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Outcomes

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"After successfully completing this lecture, you will be able to:\\n\",\n \"\\n\",\n \"- Understand the Julia type system\\n\",\n \"- Create your own user-defined types\\n\",\n \"- Parametrize your types\\n\",\n \"- Overload methods for Julia functions so that they can use your types\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"
\\n\",\n \"

The type system in Julia

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia holds a type hierarchy that flows like the branches of a tree. Right at the top we have a type called `Any`. All types are subtypes of this type. Right at the final tip of the branches we have concrete types. They can hold values. Supertypes of these concrete types are called abtsract types and they cannot hold values, i.e. we cannot create an instance of an abstract type.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can use Julia to see if types are subtypes of a supertype.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Is Number a subtype of Any?\\n\",\n \"Number <: Any\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Is Float 64 a subtype of AbstractFloat?\\n\",\n \"Float64 <: AbstractFloat\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"238-element Array{Any,1}:\\n\",\n \" AbstractArray{T,N} \\n\",\n \" AbstractChannel \\n\",\n \" AbstractRNG \\n\",\n \" AbstractString \\n\",\n \" Any \\n\",\n \" Associative{K,V} \\n\",\n \" Base.AbstractCmd \\n\",\n \" Base.AbstractMsg \\n\",\n \" Base.AbstractZipIterator \\n\",\n \" Base.Cartesian.LReplace{S<:AbstractString}\\n\",\n \" Base.Combinations{T} \\n\",\n \" Base.Count{S<:Number} \\n\",\n \" Base.Cycle{I} \\n\",\n \" ⋮ \\n\",\n \" TypeVar \\n\",\n \" Type{T} \\n\",\n \" UniformScaling{T<:Number} \\n\",\n \" Val{T} \\n\",\n \" Vararg{T} \\n\",\n \" VersionNumber \\n\",\n \" Void \\n\",\n \" WeakRef \\n\",\n \" WorkerConfig \\n\",\n \" ZMQ.Context \\n\",\n \" ZMQ.MsgPadding \\n\",\n \" ZMQ.Socket \"\n ]\n },\n \"execution_count\": 4,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The subtypes of Any\\n\",\n \"subtypes(Any)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"8-element Array{Any,1}:\\n\",\n \" Base.SubstitutionString{T<:AbstractString}\\n\",\n \" DirectIndexString \\n\",\n \" RepString \\n\",\n \" RevString{T<:AbstractString} \\n\",\n \" RopeString \\n\",\n \" SubString{T<:AbstractString} \\n\",\n \" UTF16String \\n\",\n \" UTF8String \"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of AbstractString\\n\",\n \"subtypes(AbstractString)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{Any,1}:\\n\",\n \" Complex{T<:Real}\\n\",\n \" Real \"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Number\\n\",\n \"subtypes(Number)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" AbstractFloat \\n\",\n \" Integer \\n\",\n \" Irrational{sym} \\n\",\n \" Rational{T<:Integer}\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Real\\n\",\n \"subtypes(Real)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" BigFloat\\n\",\n \" Float16 \\n\",\n \" Float32 \\n\",\n \" Float64 \"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of AbstractFloat\\n\",\n \"subtypes(AbstractFloat)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" BigInt \\n\",\n \" Bool \\n\",\n \" Signed \\n\",\n \" Unsigned\"\n ]\n },\n \"execution_count\": 9,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Integer\\n\",\n \"subtypes(Integer)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 10,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"5-element Array{Any,1}:\\n\",\n \" Int128\\n\",\n \" Int16 \\n\",\n \" Int32 \\n\",\n \" Int64 \\n\",\n \" Int8 \"\n ]\n },\n \"execution_count\": 10,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Subtypes of Signed\\n\",\n \"subtypes(Signed)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Declaring a type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A type is declared by the double colon, `::`, sign. To the left we place the value (or placeholder for a variable, i.e. a variable name) and to the right the actual type. In the example below we want to express the fact that the value $ 2 + 2 $ is an instance of a 64-bit integer.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"(2 + 2)::Int64\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we typed `(2 + 2)::Float64` we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: TypeError: typeassert: expected Float64, got Int64\\n\",\n \"while loading In[3], in expression starting on line 1\\n\",\n \"```\\n\",\n \"We used the declaration of a type as an assertion, which allowed us to see that there was something wrong with our code. We can imagine a program where the `+()` (or a more complicated user-defined) function is called and we need the arguments to be of a certain type. An error such as the one above can give us information about what went wrong.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Declaring a type of a local variable (inside of a function), we state that the type should always remain the same. This is more like what would happen in a statically typed language. It is really helpful if we want an error to be thrown should the type of a variable be changed by another part of our code. This can lead to type instability. It can really impact the speed of execution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"static_local_variable (generic function with 1 method)\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a function with a local variable\\n\",\n \"function static_local_variable()\\n\",\n \" v::Int16 = 42\\n\",\n \" return v\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"42\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calling the function\\n\",\n \"static_local_variable()\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int16\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Checking the type of the answer just give\\n\",\n \"typeof(ans)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Remember that `v` is local to the function. If we try and look at it value by typing `v`, we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: UndefVarError: v not defined\\n\",\n \"while loading In[7], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now that we know something about declaring a type, let's look at creating our own types.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Type creation

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As mentioned, we can create our own types. Consider a Cartesian coordinate system along two perpendicular axes, say $ x $ and $ y $. A vector in the plane can be represented as a type. The keyword we use to create a type is `type`. If we want instances of our type to be immutable, we use the keyword `immutable`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# Creating a concrete type called Vector_2D\\n\",\n \"type Vector_2D\\n\",\n \" x::Float64 # x is a fieldname of the type and has an optional type\\n\",\n \" y::Float64 # y is a fieldname of the type and has an optional type\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This is actually a composite type, since we have fields. For a type that is non-composite we can imagine a simple wrapper around an already defined type, such as we do below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"# A non-composite type\\n\",\n \"type NonComposite\\n\",\n \" x::Float64\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"NonComposite(42.0)\"\n ]\n },\n \"execution_count\": 17,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"my_non_composite = NonComposite(42)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"NonComposite\"\n ]\n },\n \"execution_count\": 18,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Type\\n\",\n \"typeof(ans)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Back to the more exciting composite types. We can now instantiate the concrete type `Vector_2D`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(2.0,2.0)\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1 = Vector_2D(2, 2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D\"\n ]\n },\n \"execution_count\": 20,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The type of vector_1\\n\",\n \"typeof(vector_1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Notice how we get floating point values even though we gave two integer values. The `convert()` functions was created to change allowable values to 64-bit floating point values.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Also notice that it looks like we called a function when we typed `Vector_2D(2, 2)`. When we define a type, constructors are created. They allow us to create an instance of that type (sometimes referred to as an *object* of that type).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As with functions, we can access the methods that were created with the type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4-element Array{Any,1}:\\n\",\n \" call(::Type{Vector_2D}, x::Float64, y::Float64) at In[15]:3\\n\",\n \" call(::Type{Vector_2D}, x, y) at In[15]:3 \\n\",\n \" call{T}(::Type{T}, arg) at essentials.jl:56 \\n\",\n \" call{T}(::Type{T}, args...) at essentials.jl:57 \"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"methods(Vector_2D)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can also access the fieldnames and their values. They are mutable, i.e. we can pass new values to them.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{Symbol,1}:\\n\",\n \" :x\\n\",\n \" :y\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The available names (fields, fieldnames)\\n\",\n \"# Note that they are of type Symbol\\n\",\n \"fieldnames(Vector_2D)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Getting the value of the :x field\\n\",\n \"vector_1.x\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 25,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Alternative syntax using the field's symbol representation\\n\",\n \"getfield(vector_1, :x)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2.0\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Another alternative notation using the index number of the fields\\n\",\n \"getfield(vector_1, 1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3.0\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1.x = 3\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(3.0,2.0)\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Another way to pass a value to a fieldname in a type is the `setfield()` function. We have to use the correct type for the value. If we use an integer such as `setfield!(vector_1, :x, 4)` we would get the follwoing error:\\n\",\n \"```\\n\",\n \"LoadError: TypeError: setfield!: expected Float64, got Int64\\n\",\n \"while loading In[25], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0\"\n ]\n },\n \"execution_count\": 29,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Now we have to use a floating point value\\n\",\n \"setfield!(vector_1, :x, 4.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(4.0,2.0)\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# vector_1 has been changed\\n\",\n \"vector_1\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Convertion and promotion

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Before we go any further, we must have a look behind the scenes. Above we saw that an integer was converted to a floating point value as specified for the fields of our new type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"10.0\"\n ]\n },\n \"execution_count\": 30,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the convert function\\n\",\n \"convert(Float64, 10)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If precision is lost, convertion will result in an error. For instance, `convert(Int16, 10.1)` will return:\\n\",\n \"```\\n\",\n \"adError: InexactError()\\n\",\n \"while loading In[20], in expression starting on line 1\\n\",\n \"```\\n\",\n \"Using `convert(Int16, 10.0)` will return a value of $ 10 $, though.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Julia has a type promotion system that will try to incorporate values into a single type. If we pass an integer and a floating point value, the integer will be promoted to a floating point value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(10.0,10.0)\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"promote(10, 10.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Int64\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(10)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Float64\"\n ]\n },\n \"execution_count\": 33,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(10.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"This promotion to a common type lifts the lid on multiple dispatch when a function is called with unspecified argument types (i.e. `Any`).\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Parametrizing a type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When creating a user type, we need not specify the type explicitely. We could use a parameter. Have a look at the example below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"type Vector_3D{T}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We use $ T $ as a parameter placeholder. When we instantiate the type we can use any appropriate type, as long as all the fields values are of the same type.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_3D{Int64}(10,12,8)\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using 64 bit integers\\n\",\n \"vector_2 = Vector_3D(10, 12, 8)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we were to execute `vector_2 = Vector_3D(10.1, 10, 8)`, we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{Vector_3D{T}}, ::Float64, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor Vector_3D{T}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" Vector_3D{T}(::T, !Matched::T, !Matched::T)\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[28], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can constrain the parametric type. Below we allow all subtypes of of the abstract type `Real`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type Vector_3D_Real{T <: Real}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As an aside, we cannot redefine a type. If we would use:\\n\",\n \"```\\n\",\n \"type Vector_3D{T}\\n\",\n \" x::T\\n\",\n \" y::T\\n\",\n \" z::T\\n\",\n \"end\\n\",\n \"```\\n\",\n \"we would get the error:\\n\",\n \"```\\n\",\n \"LoadError: invalid redefinition of constant Vector_3D\\n\",\n \"while loading In[98], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_3D_Real{Int64}(3,3,3)\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a new instance\\n\",\n \"vector_3 = Vector_3D_Real(3, 3, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

The equality of values

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"When are two values equal? We use a double equal sign to return a Boolean value.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"true\"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Using the functional notation\\n\",\n \"==(5, 5.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Numbers are immutable and are compared at the bit level. This includes their types. We can use the `===` sign or the `is()` function to check for equality.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"is(5, 5.0)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Where does this leave our user-defined types? We will see below that the address in memory is checked when dealing with more complex objects such as our user-defined, composite types.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(1.0,1.0)\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"vector_a = Vector_2D(1.0, 1.0)\\n\",\n \"vector_b = Vector_2D(1.0, 1.0)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"false\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"is(vector_a, vector_b)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Defining methods for functions that will use user-types

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The summation function, `+()` has methods for adding different types. What if we want to add two instances of our `Vector_2D` user-type? If we were to add `vector_a` to `vector_b` we would get the following error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `+` has no method matching +(::Vector_2D, ::Vector_2D)\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"171 methods for generic function +:\"\n ],\n \"text/plain\": [\n \"# 171 methods for generic function \\\"+\\\":\\n\",\n \"+(x::Bool) at bool.jl:33\\n\",\n \"+(x::Bool, y::Bool) at bool.jl:36\\n\",\n \"+(y::AbstractFloat, x::Bool) at bool.jl:46\\n\",\n \"+(x::Int64, y::Int64) at int.jl:8\\n\",\n \"+(x::Int8, y::Int8) at int.jl:16\\n\",\n \"+(x::UInt8, y::UInt8) at int.jl:16\\n\",\n \"+(x::Int16, y::Int16) at int.jl:16\\n\",\n \"+(x::UInt16, y::UInt16) at int.jl:16\\n\",\n \"+(x::Int32, y::Int32) at int.jl:16\\n\",\n \"+(x::UInt32, y::UInt32) at int.jl:16\\n\",\n \"+(x::UInt64, y::UInt64) at int.jl:16\\n\",\n \"+(x::Int128, y::Int128) at int.jl:16\\n\",\n \"+(x::UInt128, y::UInt128) at int.jl:16\\n\",\n \"+(x::Integer, y::Ptr{T}) at pointer.jl:77\\n\",\n \"+(x::Float32, y::Float32) at float.jl:207\\n\",\n \"+(x::Float64, y::Float64) at float.jl:208\\n\",\n \"+(z::Complex{T<:Real}, w::Complex{T<:Real}) at complex.jl:111\\n\",\n \"+(x::Bool, z::Complex{Bool}) at complex.jl:118\\n\",\n \"+(z::Complex{Bool}, x::Bool) at complex.jl:119\\n\",\n \"+(x::Bool, z::Complex{T<:Real}) at complex.jl:125\\n\",\n \"+(z::Complex{T<:Real}, x::Bool) at complex.jl:126\\n\",\n \"+(x::Real, z::Complex{Bool}) at complex.jl:132\\n\",\n \"+(z::Complex{Bool}, x::Real) at complex.jl:133\\n\",\n \"+(x::Real, z::Complex{T<:Real}) at complex.jl:144\\n\",\n \"+(z::Complex{T<:Real}, x::Real) at complex.jl:145\\n\",\n \"+(x::Rational{T<:Integer}, y::Rational{T<:Integer}) at rational.jl:179\\n\",\n \"+(x::Bool, A::AbstractArray{Bool,N}) at arraymath.jl:136\\n\",\n \"+(x::Integer, y::Char) at char.jl:43\\n\",\n \"+(a::Float16, b::Float16) at float16.jl:136\\n\",\n \"+(x::BigInt, y::BigInt) at gmp.jl:256\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt) at gmp.jl:279\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt, d::BigInt) at gmp.jl:285\\n\",\n \"+(a::BigInt, b::BigInt, c::BigInt, d::BigInt, e::BigInt) at gmp.jl:292\\n\",\n \"+(x::BigInt, c::Union{UInt16,UInt32,UInt64,UInt8}) at gmp.jl:304\\n\",\n \"+(c::Union{UInt16,UInt32,UInt64,UInt8}, x::BigInt) at gmp.jl:308\\n\",\n \"+(x::BigInt, c::Union{Int16,Int32,Int64,Int8}) at gmp.jl:320\\n\",\n \"+(c::Union{Int16,Int32,Int64,Int8}, x::BigInt) at gmp.jl:321\\n\",\n \"+(x::BigFloat, y::BigFloat) at mpfr.jl:208\\n\",\n \"+(x::BigFloat, c::Union{UInt16,UInt32,UInt64,UInt8}) at mpfr.jl:215\\n\",\n \"+(c::Union{UInt16,UInt32,UInt64,UInt8}, x::BigFloat) at mpfr.jl:219\\n\",\n \"+(x::BigFloat, c::Union{Int16,Int32,Int64,Int8}) at mpfr.jl:223\\n\",\n \"+(c::Union{Int16,Int32,Int64,Int8}, x::BigFloat) at mpfr.jl:227\\n\",\n \"+(x::BigFloat, c::Union{Float16,Float32,Float64}) at mpfr.jl:231\\n\",\n \"+(c::Union{Float16,Float32,Float64}, x::BigFloat) at mpfr.jl:235\\n\",\n \"+(x::BigFloat, c::BigInt) at mpfr.jl:239\\n\",\n \"+(c::BigInt, x::BigFloat) at mpfr.jl:243\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat) at mpfr.jl:379\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat, d::BigFloat) at mpfr.jl:385\\n\",\n \"+(a::BigFloat, b::BigFloat, c::BigFloat, d::BigFloat, e::BigFloat) at mpfr.jl:392\\n\",\n \"+(x::Irrational{sym}, y::Irrational{sym}) at irrationals.jl:72\\n\",\n \"+(x::Number) at operators.jl:73\\n\",\n \"+{T<:Number}(x::T<:Number, y::T<:Number) at promotion.jl:211\\n\",\n \"+{T<:AbstractFloat}(x::Bool, y::T<:AbstractFloat) at bool.jl:43\\n\",\n \"+(x::Number, y::Number) at promotion.jl:167\\n\",\n \"+(r1::OrdinalRange{T,S}, r2::OrdinalRange{T,S}) at operators.jl:330\\n\",\n \"+{T<:AbstractFloat}(r1::FloatRange{T<:AbstractFloat}, r2::FloatRange{T<:AbstractFloat}) at operators.jl:337\\n\",\n \"+{T<:AbstractFloat}(r1::LinSpace{T<:AbstractFloat}, r2::LinSpace{T<:AbstractFloat}) at operators.jl:356\\n\",\n \"+(r1::Union{FloatRange{T<:AbstractFloat},LinSpace{T<:AbstractFloat},OrdinalRange{T,S}}, r2::Union{FloatRange{T<:AbstractFloat},LinSpace{T<:AbstractFloat},OrdinalRange{T,S}}) at operators.jl:369\\n\",\n \"+(x::Ptr{T}, y::Integer) at pointer.jl:75\\n\",\n \"+{S,T}(A::Range{S}, B::Range{T}) at arraymath.jl:69\\n\",\n \"+{S,T}(A::Range{S}, B::AbstractArray{T,N}) at arraymath.jl:87\\n\",\n \"+(A::BitArray{N}, B::BitArray{N}) at bitarray.jl:859\\n\",\n \"+{T}(B::BitArray{2}, J::UniformScaling{T}) at linalg/uniformscaling.jl:28\\n\",\n \"+(A::Array{T,2}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::Bidiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::Tridiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Array{T,2}, B::SymTridiagonal{T}) at linalg/special.jl:131\\n\",\n \"+(A::Array{T,2}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Array{T,N}, B::SparseMatrixCSC{Tv,Ti<:Integer}) at sparse/sparsematrix.jl:1019\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:221\\n\",\n \"+(A::AbstractArray{Bool,N}, x::Bool) at arraymath.jl:135\\n\",\n \"+(A::Union{DenseArray{Bool,N},SubArray{Bool,N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, B::Union{DenseArray{Bool,N},SubArray{Bool,N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at arraymath.jl:166\\n\",\n \"+(A::SymTridiagonal{T}, B::SymTridiagonal{T}) at linalg/tridiag.jl:84\\n\",\n \"+(A::Tridiagonal{T}, B::Tridiagonal{T}) at linalg/tridiag.jl:404\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:347\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:348\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:349\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:350\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:351\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:352\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:353\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:354\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/triangular.jl:355\\n\",\n \"+(Da::Diagonal{T}, Db::Diagonal{T}) at linalg/diagonal.jl:86\\n\",\n \"+(A::Bidiagonal{T}, B::Bidiagonal{T}) at linalg/bidiag.jl:176\\n\",\n \"+(UL::UpperTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:45\\n\",\n \"+(UL::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:48\\n\",\n \"+(UL::LowerTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:45\\n\",\n \"+(UL::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:48\\n\",\n \"+(A::Diagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Bidiagonal{T}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Diagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Diagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Diagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::Bidiagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:122\\n\",\n \"+(A::Bidiagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::Tridiagonal{T}, B::Array{T,2}) at linalg/special.jl:121\\n\",\n \"+(A::SymTridiagonal{T}, B::Tridiagonal{T}) at linalg/special.jl:130\\n\",\n \"+(A::Tridiagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:131\\n\",\n \"+(A::SymTridiagonal{T}, B::Array{T,2}) at linalg/special.jl:130\\n\",\n \"+(A::Diagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:139\\n\",\n \"+(A::SymTridiagonal{T}, B::Diagonal{T}) at linalg/special.jl:140\\n\",\n \"+(A::Bidiagonal{T}, B::SymTridiagonal{T}) at linalg/special.jl:139\\n\",\n \"+(A::SymTridiagonal{T}, B::Bidiagonal{T}) at linalg/special.jl:140\\n\",\n \"+(A::Diagonal{T}, B::UpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::UpperTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::Base.LinAlg.UnitUpperTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::LowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::LowerTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Diagonal{T}, B::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:151\\n\",\n \"+(A::Base.LinAlg.UnitLowerTriangular{T,S<:AbstractArray{T,2}}, B::Diagonal{T}) at linalg/special.jl:152\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::SymTridiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::SymTridiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Tridiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::Tridiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Bidiagonal{T}) at linalg/special.jl:158\\n\",\n \"+(A::Bidiagonal{T}, B::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}) at linalg/special.jl:159\\n\",\n \"+(A::Base.LinAlg.AbstractTriangular{T,S<:AbstractArray{T,2}}, B::Array{T,2}) at linalg/special.jl:158\\n\",\n \"+{Tv1,Ti1,Tv2,Ti2}(A_1::SparseMatrixCSC{Tv1,Ti1}, A_2::SparseMatrixCSC{Tv2,Ti2}) at sparse/sparsematrix.jl:1005\\n\",\n \"+(A::SparseMatrixCSC{Tv,Ti<:Integer}, B::Array{T,N}) at sparse/sparsematrix.jl:1017\\n\",\n \"+(A::SparseMatrixCSC{Tv,Ti<:Integer}, J::UniformScaling{T<:Number}) at sparse/sparsematrix.jl:3030\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(Y::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/periods.jl:235\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(X::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, Y::Union{DenseArray{Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{Q<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:236\\n\",\n \"+{T<:Base.Dates.TimeType,P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}, y::T<:Base.Dates.TimeType) at dates/arithmetic.jl:83\\n\",\n \"+{T<:Base.Dates.TimeType}(r::Range{T<:Base.Dates.TimeType}, x::Base.Dates.Period) at dates/ranges.jl:39\\n\",\n \"+{T<:Number}(x::AbstractArray{T<:Number,N}) at abstractarraymath.jl:49\\n\",\n \"+{S,T}(A::AbstractArray{S,N}, B::Range{T}) at arraymath.jl:78\\n\",\n \"+{S,T}(A::AbstractArray{S,N}, B::AbstractArray{T,N}) at arraymath.jl:96\\n\",\n \"+(A::AbstractArray{T,N}, x::Number) at arraymath.jl:139\\n\",\n \"+(x::Number, A::AbstractArray{T,N}) at arraymath.jl:140\\n\",\n \"+(x::Char, y::Integer) at char.jl:42\\n\",\n \"+{N}(index1::CartesianIndex{N}, index2::CartesianIndex{N}) at multidimensional.jl:42\\n\",\n \"+(J1::UniformScaling{T<:Number}, J2::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:27\\n\",\n \"+(J::UniformScaling{T<:Number}, B::BitArray{2}) at linalg/uniformscaling.jl:29\\n\",\n \"+(J::UniformScaling{T<:Number}, A::AbstractArray{T,2}) at linalg/uniformscaling.jl:30\\n\",\n \"+(J::UniformScaling{T<:Number}, x::Number) at linalg/uniformscaling.jl:31\\n\",\n \"+(x::Number, J::UniformScaling{T<:Number}) at linalg/uniformscaling.jl:32\\n\",\n \"+{TA,TJ}(A::AbstractArray{TA,2}, J::UniformScaling{TJ}) at linalg/uniformscaling.jl:92\\n\",\n \"+{T}(a::Base.Pkg.Resolve.VersionWeights.HierarchicalValue{T}, b::Base.Pkg.Resolve.VersionWeights.HierarchicalValue{T}) at pkg/resolve/versionweight.jl:23\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VWPreBuildItem, b::Base.Pkg.Resolve.VersionWeights.VWPreBuildItem) at pkg/resolve/versionweight.jl:85\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VWPreBuild, b::Base.Pkg.Resolve.VersionWeights.VWPreBuild) at pkg/resolve/versionweight.jl:131\\n\",\n \"+(a::Base.Pkg.Resolve.VersionWeights.VersionWeight, b::Base.Pkg.Resolve.VersionWeights.VersionWeight) at pkg/resolve/versionweight.jl:185\\n\",\n \"+(a::Base.Pkg.Resolve.MaxSum.FieldValues.FieldValue, b::Base.Pkg.Resolve.MaxSum.FieldValues.FieldValue) at pkg/resolve/fieldvalue.jl:44\\n\",\n \"+{P<:Base.Dates.Period}(x::P<:Base.Dates.Period, y::P<:Base.Dates.Period) at dates/periods.jl:62\\n\",\n \"+(x::Base.Dates.Period, y::Base.Dates.Period) at dates/periods.jl:209\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.Period) at dates/periods.jl:210\\n\",\n \"+(y::Base.Dates.Period, x::Base.Dates.CompoundPeriod) at dates/periods.jl:211\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.CompoundPeriod) at dates/periods.jl:212\\n\",\n \"+(x::Base.Dates.CompoundPeriod, y::Base.Dates.TimeType) at dates/periods.jl:257\\n\",\n \"+(y::Base.Dates.Period, x::Base.Dates.TimeType) at dates/arithmetic.jl:66\\n\",\n \"+{T<:Base.Dates.TimeType}(x::Base.Dates.Period, r::Range{T<:Base.Dates.TimeType}) at dates/ranges.jl:40\\n\",\n \"+(x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/periods.jl:220\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(x::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}, Y::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/periods.jl:234\\n\",\n \"+(dt::DateTime, y::Base.Dates.Year) at dates/arithmetic.jl:13\\n\",\n \"+(dt::Date, y::Base.Dates.Year) at dates/arithmetic.jl:17\\n\",\n \"+(dt::DateTime, z::Base.Dates.Month) at dates/arithmetic.jl:37\\n\",\n \"+(dt::Date, z::Base.Dates.Month) at dates/arithmetic.jl:43\\n\",\n \"+(x::Date, y::Base.Dates.Week) at dates/arithmetic.jl:60\\n\",\n \"+(x::Date, y::Base.Dates.Day) at dates/arithmetic.jl:62\\n\",\n \"+(x::DateTime, y::Base.Dates.Period) at dates/arithmetic.jl:64\\n\",\n \"+(x::Base.Dates.TimeType) at dates/arithmetic.jl:8\\n\",\n \"+(a::Base.Dates.TimeType, b::Base.Dates.Period, c::Base.Dates.Period) at dates/periods.jl:246\\n\",\n \"+(a::Base.Dates.TimeType, b::Base.Dates.Period, c::Base.Dates.Period, d::Base.Dates.Period...) at dates/periods.jl:248\\n\",\n \"+(x::Base.Dates.TimeType, y::Base.Dates.CompoundPeriod) at dates/periods.jl:252\\n\",\n \"+(x::Base.Dates.Instant) at dates/arithmetic.jl:4\\n\",\n \"+{T<:Base.Dates.TimeType}(x::AbstractArray{T<:Base.Dates.TimeType,N}, y::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}) at dates/arithmetic.jl:76\\n\",\n \"+{T<:Base.Dates.TimeType}(y::Union{Base.Dates.CompoundPeriod,Base.Dates.Period}, x::AbstractArray{T<:Base.Dates.TimeType,N}) at dates/arithmetic.jl:77\\n\",\n \"+{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period}}(y::Base.Dates.TimeType, x::Union{DenseArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N},SubArray{P<:Union{Base.Dates.CompoundPeriod,Base.Dates.Period},N,A<:DenseArray{T,N},I<:Tuple{Vararg{Union{Colon,Int64,Range{Int64}}}},LD}}) at dates/arithmetic.jl:84\\n\",\n \"+(a, b, c, xs...) at operators.jl:103\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Base methods for the +() function\\n\",\n \"methods(+)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We have to create a method.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.+\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 172 methods)\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+(u::Vector_2D, v::Vector_2D) = Vector_2D(u.x + v.x, u.y + v.y)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Vector_2D(2.0,2.0)\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+(vector_a, vector_b)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Constraining field values

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can well imagine needing to constain the values that a type can hold. Below we create the Bloodpressure type with two fields that hold integer values. They cannot be negative and the systolic blood pressure must be higher than the diastolic blood pressure. We solve this problem by creating an inner constructor.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressure\\n\",\n \" # Don't leave as Any\\n\",\n \" systolic::Int16\\n\",\n \" diastolic::Int16\\n\",\n \" function BloodPressure(s, d)\\n\",\n \" # Using short-circuit evaluations && and ||\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" isa(s, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" isa(d, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressure(120,80)\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_1 = BloodPressure(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(-1, 90)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Negative pressures are not allowed!\\n\",\n \"while loading In[32], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(80, 120)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: The systolic blood pressure must be higher than the diastolic blood pressure\\n\",\n \"while loading In[56], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_2 = BloodPressure(120.0, 80)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Only integer values allowed!\\n\",\n \"while loading In[95], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Beware. Using inner constructors with parametrized types can lead to problems.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressureParametrized{T <: Real}\\n\",\n \" # Don't leave as Any\\n\",\n \" systolic::T\\n\",\n \" diastolic::T\\n\",\n \" function BloodPressureParametrized(s, d)\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" isa(s, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" isa(d, Integer) || throw(ArgumentError(\\\"Only integer values allowed!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `bp_3 = BloodPressureParametrized(120, 80)` will result in the error;\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{BloodPressureParametrized{T<:Real}}, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor BloodPressureParametrized{T<:Real}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[102], in expression starting on line 1\\n\",\n \"\\n\",\n \" in call at essentials.jl:57\\n\",\n \" ```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now we have to specify the type during the instantiation.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrized{Int64}(120,80)\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_3 = BloodPressureParametrized{Int}(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type BloodPressureParametrizedFixed{T <: Real}\\n\",\n \" systolic::T\\n\",\n \" diastolic::T\\n\",\n \" function BloodPressureParametrizedFixed(s, d)\\n\",\n \" s < 0 && throw(ArgumentError(\\\"Negative pressures are not allowed!\\\"))\\n\",\n \" s <= d && throw(ArgumentError(\\\"The systolic blood pressure must be higher than the diastolic blood pressure!\\\"))\\n\",\n \" new(s, d)\\n\",\n \" end\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can fix this by the assignment below.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{T<:Real}\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# A bit of an effort\\n\",\n \"BloodPressureParametrizedFixed{T}(systolic::T, diastolic::T) = BloodPressureParametrizedFixed{T}(systolic, diastolic)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 53,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{Int64}(120,80)\"\n ]\n },\n \"execution_count\": 53,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_4 = BloodPressureParametrizedFixed(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can get way more specific. In the code below we tell Julia that if we pass integers to the type, they should be expressed as floating point values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 54,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{T<:Real}\"\n ]\n },\n \"execution_count\": 54,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"BloodPressureParametrizedFixed{T <: Int}(systolic::T, diastolic::T) = BloodPressureParametrizedFixed{Float64}(systolic, diastolic)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 55,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"BloodPressureParametrizedFixed{Float64}(120.0,80.0)\"\n ]\n },\n \"execution_count\": 55,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"bp_5 = BloodPressureParametrizedFixed(120, 80)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

More complex parameters

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Up until now we have constrained ourselves to a single parameter. It is possible, though, to create more than one. Below we create a type called `Relook`. It has one fieldname called `duration`, which must be of subtype, `Real`. There is also a second parameter.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 56,\n \"metadata\": {\n \"collapsed\": false\n },\n \"outputs\": [],\n \"source\": [\n \"type Relook{N, T<:Real}\\n\",\n \" duration::T\\n\",\n \"end\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 = Relook(3, 60)` will result in the error:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `convert` has no method matching convert(::Type{Relook{N,T}}, ::Int64, ::Int64)\\n\",\n \"This may have arisen from a call to the constructor Relook{N,T}(...),\\n\",\n \"since type constructors fall back to convert methods.\\n\",\n \"Closest candidates are:\\n\",\n \" call{T}(::Type{T}, ::Any)\\n\",\n \" convert{T}(::Type{T}, !Matched::T)\\n\",\n \"while loading In[175], in expression starting on line 1\\n\",\n \"\\n\",\n \" in call at essentials.jl:57\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 57,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(60)\"\n ]\n },\n \"execution_count\": 57,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# We have to specify the type of the second parameter\\n\",\n \"patient_1 = Relook{4, Int16}(60)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 58,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"60\"\n ]\n },\n \"execution_count\": 58,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_1.duration\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We now want to add only objects (instances) with the same value in the first parameter.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 59,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 173 methods)\"\n ]\n },\n \"execution_count\": 59,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N, T}(u::Relook{N, T}, v::Relook{N, T}) = Relook{N, T}(u.duration + v.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 60,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(70)\"\n ]\n },\n \"execution_count\": 60,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_2 = Relook{4, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 61,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Int16}(130)\"\n ]\n },\n \"execution_count\": 61,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_1 + patient_2\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 62,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{3,Int16}(70)\"\n ]\n },\n \"execution_count\": 62,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_3 = Relook{3, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_3` will now result in the error:\\n\",\n \"```LoadError: MethodError: `+` has no method matching +(::Relook{4,Int16}, ::Relook{3,Int16})\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \" +{N,T}(::Relook{N,T}, !Matched::Relook{N,T})\\n\",\n \"while loading In[191], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 63,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4.0,Int16}(70)\"\n ]\n },\n \"execution_count\": 63,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_4 = Relook{4.0, Int16}(70)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_4` will also result in an error, because the types of `N` do not match. The error would be:\\n\",\n \"```\\n\",\n \"LoadError: MethodError: `+` has no method matching +(::Relook{4,Int16}, ::Relook{4.0,Int16})\\n\",\n \"Closest candidates are:\\n\",\n \" +(::Any, ::Any, !Matched::Any, !Matched::Any...)\\n\",\n \" +{N,T}(::Relook{N,T}, !Matched::Relook{N,T})\\n\",\n \" +{N,T1,T2}(::Relook{N,T1}, !Matched::Relook{N,T2})\\n\",\n \"while loading In[210], in expression starting on line 1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we fix the fieldname type mismatch.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 64,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 174 methods)\"\n ]\n },\n \"execution_count\": 64,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N, T1, T2}(u::Relook{N, T1}, v::Relook{N, T2}) = Relook{N, promote_type(T1, T2)}(u.duration + v.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 65,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Float64}(60.0)\"\n ]\n },\n \"execution_count\": 65,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_5 = Relook{4, Float64}(60)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 66,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Relook{4,Float64}(120.0)\"\n ]\n },\n \"execution_count\": 66,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# N = 4 for both patient_1 and patient_5\\n\",\n \"# T for patient_1 is Int16 and T for patient_2 is Float64\\n\",\n \"patient_1 + patient_5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If we want to throw an error if the number of relooks are not equal when trying to add to obejcts of the `Relook` type, we can do the following.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 67,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"+ (generic function with 175 methods)\"\n ]\n },\n \"execution_count\": 67,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"+{N1, N2, T}(u::Relook{N1, T}, v::Relook{N2, T}) = \\n\",\n \"throw(ArgumentError(\\\"Cannot add durations when the number of relooks do not match.\\\"))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using `patient_1 + patient_3` will now result in the error:\\n\",\n \"```\\n\",\n \"LoadError: ArgumentError: Cannot add durations when the number of relooks do not match.\\n\",\n \"while loading In[237], in expression starting on line 1\\n\",\n \"\\n\",\n \" in + at In[236]:1\\n\",\n \"```\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"What about calculating the natural logarithm of the duration of a `Relook` object? We could just specify the field name.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 68,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0943445622221\"\n ]\n },\n \"execution_count\": 68,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(patient_1.duration)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Better still, we could specify wat the `log` function actually does with a `Relook` object.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 69,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.log\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 70,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"log (generic function with 20 methods)\"\n ]\n },\n \"execution_count\": 70,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(u::Relook) = log(u.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 71,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"4.0943445622221\"\n ]\n },\n \"execution_count\": 71,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"log(patient_1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can specify a `convert` method that will convert all our `Relook` objects to numerical values which we can pass to Julia functions.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 72,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.convert\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 73,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"convert (generic function with 538 methods)\"\n ]\n },\n \"execution_count\": 73,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# The float() function tries to convert a value to a floating point value\\n\",\n \"convert(::Type{AbstractFloat}, u::Relook) = float(u.duration)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 74,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.7781512503836436\"\n ]\n },\n \"execution_count\": 74,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Covreting our Relook object and passing it to log10()\\n\",\n \"log10(convert(AbstractFloat, patient_1))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"
\\n\",\n \"

Screen output of a user-defined type

\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can create some meaning to our types by the way an object of the type is represented on the screen. Above we just saw two values we instantiation our type `Relook`. Let's change that a bit by overloading the `show` function.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 75,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": [\n \"import Base.show\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 76,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"show (generic function with 107 methods)\"\n ]\n },\n \"execution_count\": 76,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"show{N, T}(io::IO, u::Relook{N, T}) = print(io, \\\"Patient with \\\", N, \\\" relook procedures totalling \\\", u.duration,\\n\",\n \"\\\" minutes.\\\")\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 77,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Patient with 4 relook procedures totalling 60 minutes.\"\n ]\n },\n \"execution_count\": 77,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"patient_6 = Relook{4, Int16}(60)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {\n \"collapsed\": true\n },\n \"source\": [\n \"[Back to the top](#In-this-lesson)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {\n \"collapsed\": true\n },\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"anaconda-cloud\": {},\n \"kernelspec\": {\n \"display_name\": \"Julia 0.4.6\",\n \"language\": \"julia\",\n \"name\": \"julia-0.4\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"0.4.6\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 0\n}\n" }, { "path": "Working with data_using_v_1.ipynb", "content": "{\n \"cells\": [\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Working with data\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## In this lecture\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"- [Introduction](#Introduction)\\n\",\n \"- [Distributions](#Distributions)\\n\",\n \"- [Normal distribution](#Normal-distribution)\\n\",\n \"- [Other distributions](#Other-distributions)\\n\",\n \"- [DataFrames](#DataFrames)\\n\",\n \" - [Combining dataframes](#Combining-dataframes)\\n\",\n \" - [Grouping](#Grouping)\\n\",\n \" - [Sorting](#Sorting)\\n\",\n \" - [Unique rows only](#Unique-rows-only)\\n\",\n \" - [Deleting rows](#Deleting-rows)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Introduction\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The ability to use data is fundamental to most modern computer coding taks. In this lecture, we will have a brief introduction to the way in which the Julia language incorporates data through the use of the `Distributions.jl` and `DataFrames.jl` packages.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Distributions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Data point values for a distribution usually follow a pattern. Such patterns are called distributions. Distributions are either discrete or continuous. The `Distribution.jl` package contains most of the common data distributions.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We will also use the `Random.jl` package to seed the pseudo-random number generator so that we can reproduce the random values that we are going to use in the lecture.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 1,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"using Distributions\\n\",\n \"using Random\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### The normal distribution\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The normal distribution is the famous bell-shaped curve that we are familiar with. Values around the mean occur most frequently and as values get progressively further away from the mean, they occur less frequently.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 2,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(0.0, 1.0)\"\n ]\n },\n \"execution_count\": 2,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Seed the pseudo-random number generator\\n\",\n \"Random.seed!(1234)\\n\",\n \"#Saving the standard normal distribution as an object\\n\",\n \"n = Distributions.Normal() # This function is from the Distributions package\\n\",\n \"#Parameter values of the standard normal distribution\\n\",\n \"params(n)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using the `params()` function, we note a mean on $0$ and a standard deviation of $1$, also called the _standard normal distribution_.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `fieldnames()` function provides the actual parameters of the given distribution. In the case of the normal distribution, it will be the average and the standard deviation, namely $\\\\mu$ and $\\\\sigma$.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 3,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(:μ, :σ)\"\n ]\n },\n \"execution_count\": 3,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Returning the parameters of the normal distribution\\n\",\n \"fieldnames(Normal)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Now we create a variable called `var1` and use the `rand()` function to create select $10$ random values from the standard normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 4,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"#Seed the pseudo-random number generator\\n\",\n \"Random.seed!(1234)\\n\",\n \"#Select 10 elements at random from n\\n\",\n \"var1 = rand(n, 10);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can calculate the average and standard deviation of our randomly selected values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 5,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.18909179133831322\"\n ]\n },\n \"execution_count\": 5,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Average\\n\",\n \"mean(var1)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 6,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.9879593623730926\"\n ]\n },\n \"execution_count\": 6,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Standard deviation\\n\",\n \"std(var1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `pdf()` calculates the probability density function value of a given distribution up until a specified point (from $- \\\\infty$).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 7,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.38138781546052414\"\n ]\n },\n \"execution_count\": 7,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Probability density function value at x = 0.3\\n\",\n \"pdf(Normal(), 0.3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `cdf()` functions calculates the cummulative distribution function value of a given distribution up until a specified point (from $- \\\\infty$).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 8,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"0.5987063256829237\"\n ]\n },\n \"execution_count\": 8,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Cumulative distribution function as x = 0.25\\n\",\n \"cdf(Normal(), 0.25)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The values for the average and standard deviation can be specified.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 9,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Creating 100 data point values from a normal distribution\\n\",\n \"# with a mean of 100 and a standard deviation of 10\\n\",\n \"Random.seed!(1234)\\n\",\n \"var2 = rand(Normal(100, 10), 100);\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 53,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"98.52365657772843\"\n ]\n },\n \"execution_count\": 53,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Calculating the mean of var2\\n\",\n \"mean(var2)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 54,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"9.580963685859091\"\n ]\n },\n \"execution_count\": 54,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Calculating the standard deviation of var2\\n\",\n \"std(var2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The parameters of a set of values for a specified distribution can be returned.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 11,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Normal{Float64}(μ=98.52365657772843, σ=9.532938502804532)\"\n ]\n },\n \"execution_count\": 11,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Using fit() to calculate the parameters of a distribution\\n\",\n \"fit(Normal, var2)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `quantiles()` function provides us with values for the specific percentiles (provided as fractions). Below we calculate the $2.5$% and $97.5$% percentile values of the standard normal distribution.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 12,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"-1.9599639845400592\"\n ]\n },\n \"execution_count\": 12,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Quantiles\\n\",\n \"quantile(Normal(), 0.025)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 13,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"1.9599639845400583\"\n ]\n },\n \"execution_count\": 13,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"quantile(Normal(), 0.975)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Other distributions\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"There are many distributions in the `Distribution().jl` package. In the code below, a few of these are showcased by way of setting parameters, selecting random values, and fitting those value back to the distribution or returning the parameter field names.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 14,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"Beta{Float64}(α=1.2367211599273937, β=1.1368118923305865)\"\n ]\n },\n \"execution_count\": 14,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Beta distribution\\n\",\n \"b = Beta(1, 1)\\n\",\n \"params(b)\\n\",\n \"Random.seed!(1234)\\n\",\n \"var3 = rand(b, 100);\\n\",\n \"fit(Beta, var3)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 15,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(:ν,)\"\n ]\n },\n \"execution_count\": 15,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# χ2 distribution\\n\",\n \"c = Chisq(1)\\n\",\n \"Random.seed!(1234)\\n\",\n \"var4 = rand(c, 100)\\n\",\n \"fieldnames(Chisq) # Degrees of freedom\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"## Dataframes\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `Dataframes.jl` package allows for creation of a flat data structure (rows and columns). Columns are variables and rows are subjects (examples).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 16,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"using DataFrames\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below, we create an empty dataframe object that we call `df`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 17,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"#Create and empty DataFrame\\n\",\n \"df = DataFrame();\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Column headers representing statistical variable names are entered in square brackets as symbols, i.e. preceeded with a colon. We will attach the `var2` set of values as data point entries for this statistical variables.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 18,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Add a column with data point values (rows)\\n\",\n \"df[:Var2] = var2;\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"We can specify to print the first $5$ rows to the screen with the `first()` function,\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 19,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

5 rows × 1 columns

Var2
Float64
1108.673
290.9826
395.0552
490.9709
5108.644
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|c}\\n\",\n \"\\t& Var2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 108.673 \\\\\\\\\\n\",\n \"\\t2 & 90.9826 \\\\\\\\\\n\",\n \"\\t3 & 95.0552 \\\\\\\\\\n\",\n \"\\t4 & 90.9709 \\\\\\\\\\n\",\n \"\\t5 & 108.644 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"5×1 DataFrame\\n\",\n \"│ Row │ Var2 │\\n\",\n \"│ │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼─────────┤\\n\",\n \"│ 1 │ 108.673 │\\n\",\n \"│ 2 │ 90.9826 │\\n\",\n \"│ 3 │ 95.0552 │\\n\",\n \"│ 4 │ 90.9709 │\\n\",\n \"│ 5 │ 108.644 │\"\n ]\n },\n \"execution_count\": 19,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#View first five rows\\n\",\n \"first(df, 5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below, we create another statistical variable with some data point values that we already have in the waiting.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 20,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Add another column\\n\",\n \"df[:Var3] = var3;\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `last()` functions shows the last specified rows.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 21,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 2 columns

Var2Var3
Float64Float64
195.56750.831916
283.36770.221771
394.78770.655592
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cc}\\n\",\n \"\\t& Var2 & Var3\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 95.5675 & 0.831916 \\\\\\\\\\n\",\n \"\\t2 & 83.3677 & 0.221771 \\\\\\\\\\n\",\n \"\\t3 & 94.7877 & 0.655592 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×2 DataFrame\\n\",\n \"│ Row │ Var2 │ Var3 │\\n\",\n \"│ │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼─────────┼──────────┤\\n\",\n \"│ 1 │ 95.5675 │ 0.831916 │\\n\",\n \"│ 2 │ 83.3677 │ 0.221771 │\\n\",\n \"│ 3 │ 94.7877 │ 0.655592 │\"\n ]\n },\n \"execution_count\": 21,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# View last three rows\\n\",\n \"last(df, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `size()` function returns a tuple with the number of rows and columns returned,\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 22,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"(100, 2)\"\n ]\n },\n \"execution_count\": 22,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Dimensions of a DataFrame\\n\",\n \"size(df)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `describe()` functions attemps tp provide summary statistics of the variables>\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 23,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

2 rows × 8 columns

variablemeanminmedianmaxnuniquenmissingeltype
SymbolFloat64Float64Float64Float64NothingNothingDataType
1Var298.523767.886498.1718124.175Float64
2Var30.5210470.001453840.5228080.971161Float64
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cccccccc}\\n\",\n \"\\t& variable & mean & min & median & max & nunique & nmissing & eltype\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Symbol & Float64 & Float64 & Float64 & Float64 & Nothing & Nothing & DataType\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & Var2 & 98.5237 & 67.8864 & 98.1718 & 124.175 & & & Float64 \\\\\\\\\\n\",\n \"\\t2 & Var3 & 0.521047 & 0.00145384 & 0.522808 & 0.971161 & & & Float64 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"2×8 DataFrame. Omitted printing of 2 columns\\n\",\n \"│ Row │ variable │ mean │ min │ median │ max │ nunique │\\n\",\n \"│ │ \\u001b[90mSymbol\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mNothing\\u001b[39m │\\n\",\n \"├─────┼──────────┼──────────┼────────────┼──────────┼──────────┼─────────┤\\n\",\n \"│ 1 │ Var2 │ 98.5237 │ 67.8864 │ 98.1718 │ 124.175 │ │\\n\",\n \"│ 2 │ Var3 │ 0.521047 │ 0.00145384 │ 0.522808 │ 0.971161 │ │\"\n ]\n },\n \"execution_count\": 23,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Summarize the content\\n\",\n \"describe(df)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The data type for each variable can be returned.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 24,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"2-element Array{DataType,1}:\\n\",\n \" Float64\\n\",\n \" Float64\"\n ]\n },\n \"execution_count\": 24,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Data type only\\n\",\n \"eltypes(df)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we create a new instance of a dataframe object called `df2`. It contains four statistical variables. Note the use of symbol notation in creating the names of these variables.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 25,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# 6 Create a bigger DataFrame\\n\",\n \"df2 = DataFrame()\\n\",\n \"df2[:A] = 1:10\\n\",\n \"df2[:B] = [\\\"I\\\", \\\"II\\\", \\\"II\\\", \\\"I\\\", \\\"II\\\",\\\"I\\\", \\\"II\\\", \\\"II\\\", \\\"I\\\", \\\"II\\\"]\\n\",\n \"Random.seed!(1234)\\n\",\n \"df2[:C] = rand(Normal(), 10)\\n\",\n \"df2[:D] = rand(Chisq(1), 10);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"By using indexing (in square brackets), we can refer to row and column values (i.e. _row, column_). Below is an example of seleting data point values for rows one through three, showing all the columns. The colon symbol serves as shortcut syntax for this selection.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 26,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 4 columns

ABCD
Int64StringFloat64Float64
11I0.8673470.0123688
22II-0.9017440.213586
33II-0.4944790.00899443
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cccc}\\n\",\n \"\\t& A & B & C & D\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & I & 0.867347 & 0.0123688 \\\\\\\\\\n\",\n \"\\t2 & 2 & II & -0.901744 & 0.213586 \\\\\\\\\\n\",\n \"\\t3 & 3 & II & -0.494479 & 0.00899443 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×4 DataFrame\\n\",\n \"│ Row │ A │ B │ C │ D │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼───────┼────────┼───────────┼────────────┤\\n\",\n \"│ 1 │ 1 │ I │ 0.867347 │ 0.0123688 │\\n\",\n \"│ 2 │ 2 │ II │ -0.901744 │ 0.213586 │\\n\",\n \"│ 3 │ 3 │ II │ -0.494479 │ 0.00899443 │\"\n ]\n },\n \"execution_count\": 26,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# First three rows with all the colums\\n\",\n \"df2[1:3, :]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"If only specified columns, that is to say, not the range of one, two, and three as we did above, but rather only colums one and three, we create a list to indicate this.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 27,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

10 rows × 2 columns

AC
Int64Float64
110.867347
22-0.901744
33-0.494479
44-0.902914
550.864401
662.21188
770.532813
88-0.271735
990.502334
1010-0.516984
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cc}\\n\",\n \"\\t& A & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 0.867347 \\\\\\\\\\n\",\n \"\\t2 & 2 & -0.901744 \\\\\\\\\\n\",\n \"\\t3 & 3 & -0.494479 \\\\\\\\\\n\",\n \"\\t4 & 4 & -0.902914 \\\\\\\\\\n\",\n \"\\t5 & 5 & 0.864401 \\\\\\\\\\n\",\n \"\\t6 & 6 & 2.21188 \\\\\\\\\\n\",\n \"\\t7 & 7 & 0.532813 \\\\\\\\\\n\",\n \"\\t8 & 8 & -0.271735 \\\\\\\\\\n\",\n \"\\t9 & 9 & 0.502334 \\\\\\\\\\n\",\n \"\\t10 & 10 & -0.516984 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"10×2 DataFrame\\n\",\n \"│ Row │ A │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼───────┼───────────┤\\n\",\n \"│ 1 │ 1 │ 0.867347 │\\n\",\n \"│ 2 │ 2 │ -0.901744 │\\n\",\n \"│ 3 │ 3 │ -0.494479 │\\n\",\n \"│ 4 │ 4 │ -0.902914 │\\n\",\n \"│ 5 │ 5 │ 0.864401 │\\n\",\n \"│ 6 │ 6 │ 2.21188 │\\n\",\n \"│ 7 │ 7 │ 0.532813 │\\n\",\n \"│ 8 │ 8 │ -0.271735 │\\n\",\n \"│ 9 │ 9 │ 0.502334 │\\n\",\n \"│ 10 │ 10 │ -0.516984 │\"\n ]\n },\n \"execution_count\": 27,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# All rows columns 1 and 3\\n\",\n \"df2[:, [1, 3]]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Instead of indicating the column numbers, we can also reference the actual column names (statistical variable names), using symbol notation, i.e. `:A`.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 28,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

10 rows × 2 columns

AC
Int64Float64
110.867347
22-0.901744
33-0.494479
44-0.902914
550.864401
662.21188
770.532813
88-0.271735
990.502334
1010-0.516984
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cc}\\n\",\n \"\\t& A & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 0.867347 \\\\\\\\\\n\",\n \"\\t2 & 2 & -0.901744 \\\\\\\\\\n\",\n \"\\t3 & 3 & -0.494479 \\\\\\\\\\n\",\n \"\\t4 & 4 & -0.902914 \\\\\\\\\\n\",\n \"\\t5 & 5 & 0.864401 \\\\\\\\\\n\",\n \"\\t6 & 6 & 2.21188 \\\\\\\\\\n\",\n \"\\t7 & 7 & 0.532813 \\\\\\\\\\n\",\n \"\\t8 & 8 & -0.271735 \\\\\\\\\\n\",\n \"\\t9 & 9 & 0.502334 \\\\\\\\\\n\",\n \"\\t10 & 10 & -0.516984 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"10×2 DataFrame\\n\",\n \"│ Row │ A │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼───────┼───────────┤\\n\",\n \"│ 1 │ 1 │ 0.867347 │\\n\",\n \"│ 2 │ 2 │ -0.901744 │\\n\",\n \"│ 3 │ 3 │ -0.494479 │\\n\",\n \"│ 4 │ 4 │ -0.902914 │\\n\",\n \"│ 5 │ 5 │ 0.864401 │\\n\",\n \"│ 6 │ 6 │ 2.21188 │\\n\",\n \"│ 7 │ 7 │ 0.532813 │\\n\",\n \"│ 8 │ 8 │ -0.271735 │\\n\",\n \"│ 9 │ 9 │ 0.502334 │\\n\",\n \"│ 10 │ 10 │ -0.516984 │\"\n ]\n },\n \"execution_count\": 28,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Different notation\\n\",\n \"df2[:, [:A, :C]]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `CSV.jl` package's `read()` function can import a comma separated values data file.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 29,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Make sure to install the package in the REPL first\\n\",\n \"using CSV\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The file is saved in the same directory / folder as this notebook file.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 30,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Import csv file (in same directory / folder)\\n\",\n \"data1 = CSV.read(\\\"CCS.csv\\\");\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using the `type()` function, we note that we now have an instance of a dataframe object.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 31,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"DataFrame\"\n ]\n },\n \"execution_count\": 31,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"typeof(data1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Let's view the first five rows of data.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 32,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

5 rows × 6 columns

PatientIDCat1Cat2Var1Var2Var3
Int64⍰String⍰String⍰Float64⍰Float64⍰Float64⍰
11AC38.25685.9391335.0579
22AC17.83175.3475421.131
38AB16.02186.6070960.9436
49AC45.11586.0073321.8797
516AC20.4488.5481920.6623
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cccccc}\\n\",\n \"\\t& PatientID & Cat1 & Cat2 & Var1 & Var2 & Var3\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64⍰ & String⍰ & String⍰ & Float64⍰ & Float64⍰ & Float64⍰\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & A & C & 38.2568 & 5.93913 & 35.0579 \\\\\\\\\\n\",\n \"\\t2 & 2 & A & C & 17.8317 & 5.34754 & 21.131 \\\\\\\\\\n\",\n \"\\t3 & 8 & A & B & 16.0218 & 6.60709 & 60.9436 \\\\\\\\\\n\",\n \"\\t4 & 9 & A & C & 45.1158 & 6.00733 & 21.8797 \\\\\\\\\\n\",\n \"\\t5 & 16 & A & C & 20.448 & 8.54819 & 20.6623 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"5×6 DataFrame\\n\",\n \"│ Row │ PatientID │ Cat1 │ Cat2 │ Var1 │ Var2 │ Var3 │\\n\",\n \"│ │ \\u001b[90mInt64⍰\\u001b[39m │ \\u001b[90mString⍰\\u001b[39m │ \\u001b[90mString⍰\\u001b[39m │ \\u001b[90mFloat64⍰\\u001b[39m │ \\u001b[90mFloat64⍰\\u001b[39m │ \\u001b[90mFloat64⍰\\u001b[39m │\\n\",\n \"├─────┼───────────┼─────────┼─────────┼──────────┼──────────┼──────────┤\\n\",\n \"│ 1 │ 1 │ A │ C │ 38.2568 │ 5.93913 │ 35.0579 │\\n\",\n \"│ 2 │ 2 │ A │ C │ 17.8317 │ 5.34754 │ 21.131 │\\n\",\n \"│ 3 │ 8 │ A │ B │ 16.0218 │ 6.60709 │ 60.9436 │\\n\",\n \"│ 4 │ 9 │ A │ C │ 45.1158 │ 6.00733 │ 21.8797 │\\n\",\n \"│ 5 │ 16 │ A │ C │ 20.448 │ 8.54819 │ 20.6623 │\"\n ]\n },\n \"execution_count\": 32,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"first(data1, 5)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `describe()` function will attempt to summarize all the variables. In the case of categorical variables, an alphabetical arrangement for minimum and maximum values will be stated.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 33,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

6 rows × 8 columns

variablemeanminmedianmaxnuniquenmissingeltype
SymbolUnion…AnyUnion…AnyUnion…Int64DataType
1PatientID60.5160.51200Int64
2Cat1AB20String
3Cat2BX60String
4Var127.967915.235622.680184.23780Float64
5Var25.921213.011735.6424115.58260Float64
6Var351.9520.315344.3042147.3970Float64
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cccccccc}\\n\",\n \"\\t& variable & mean & min & median & max & nunique & nmissing & eltype\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Symbol & Union… & Any & Union… & Any & Union… & Int64 & DataType\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & PatientID & 60.5 & 1 & 60.5 & 120 & & 0 & Int64 \\\\\\\\\\n\",\n \"\\t2 & Cat1 & & A & & B & 2 & 0 & String \\\\\\\\\\n\",\n \"\\t3 & Cat2 & & B & & X & 6 & 0 & String \\\\\\\\\\n\",\n \"\\t4 & Var1 & 27.9679 & 15.2356 & 22.6801 & 84.2378 & & 0 & Float64 \\\\\\\\\\n\",\n \"\\t5 & Var2 & 5.92121 & 3.01173 & 5.64241 & 15.5826 & & 0 & Float64 \\\\\\\\\\n\",\n \"\\t6 & Var3 & 51.95 & 20.3153 & 44.3042 & 147.397 & & 0 & Float64 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"6×8 DataFrame. Omitted printing of 1 columns\\n\",\n \"│ Row │ variable │ mean │ min │ median │ max │ nunique │ nmissing │\\n\",\n \"│ │ \\u001b[90mSymbol\\u001b[39m │ \\u001b[90mUnion…\\u001b[39m │ \\u001b[90mAny\\u001b[39m │ \\u001b[90mUnion…\\u001b[39m │ \\u001b[90mAny\\u001b[39m │ \\u001b[90mUnion…\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │\\n\",\n \"├─────┼───────────┼─────────┼─────────┼─────────┼─────────┼─────────┼──────────┤\\n\",\n \"│ 1 │ PatientID │ 60.5 │ 1 │ 60.5 │ 120 │ │ 0 │\\n\",\n \"│ 2 │ Cat1 │ │ A │ │ B │ 2 │ 0 │\\n\",\n \"│ 3 │ Cat2 │ │ B │ │ X │ 6 │ 0 │\\n\",\n \"│ 4 │ Var1 │ 27.9679 │ 15.2356 │ 22.6801 │ 84.2378 │ │ 0 │\\n\",\n \"│ 5 │ Var2 │ 5.92121 │ 3.01173 │ 5.64241 │ 15.5826 │ │ 0 │\\n\",\n \"│ 6 │ Var3 │ 51.95 │ 20.3153 │ 44.3042 │ 147.397 │ │ 0 │\"\n ]\n },\n \"execution_count\": 33,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"describe(data1)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Combining dataframes\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Combining dataframes on a common variable is a very useful operation. Below we create two dataframe instances. Note that both have a `Number` variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 34,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Creating DataFrames\\n\",\n \"subjects = DataFrame(Number = [100, 101, 102, 103], Stage = [\\\"I\\\", \\\"III\\\", \\\"II\\\", \\\"I\\\"])\\n\",\n \"treatment = DataFrame(Number = [103, 102, 101, 100], Treatment = [\\\"A\\\", \\\"B\\\", \\\"A\\\", \\\"B\\\"]);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `join()` function takes the dataframe objects that require joining as arguments. The `on =` argument (in symbol form), specifies the variable on which to join. In this default mode, only values for the stated variable that appear in both dataframes will be included.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 35,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

4 rows × 3 columns

NumberStageTreatment
Int64StringString
1100IB
2101IIIA
3102IIB
4103IA
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Number & Stage & Treatment\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & String & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 100 & I & B \\\\\\\\\\n\",\n \"\\t2 & 101 & III & A \\\\\\\\\\n\",\n \"\\t3 & 102 & II & B \\\\\\\\\\n\",\n \"\\t4 & 103 & I & A \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"4×3 DataFrame\\n\",\n \"│ Row │ Number │ Stage │ Treatment │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼────────┼────────┼───────────┤\\n\",\n \"│ 1 │ 100 │ I │ B │\\n\",\n \"│ 2 │ 101 │ III │ A │\\n\",\n \"│ 3 │ 102 │ II │ B │\\n\",\n \"│ 4 │ 103 │ I │ A │\"\n ]\n },\n \"execution_count\": 35,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Joining\\n\",\n \"df3 = join(subjects, treatment, on = :Number);\\n\",\n \"df3\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 36,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": [\n \"# Adding a longer list of subjects\\n\",\n \"subjects = DataFrame(Number = [100, 101, 102, 103, 104, 105], Stage = [\\\"I\\\", \\\"III\\\", \\\"II\\\", \\\"I\\\", \\\"II\\\", \\\"II\\\"]);\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `kind =` argument allows for more control. An inner join is the default (same as above).\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 37,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

4 rows × 3 columns

NumberStageTreatment
Int64StringString
1100IB
2101IIIA
3102IIB
4103IA
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Number & Stage & Treatment\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & String & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 100 & I & B \\\\\\\\\\n\",\n \"\\t2 & 101 & III & A \\\\\\\\\\n\",\n \"\\t3 & 102 & II & B \\\\\\\\\\n\",\n \"\\t4 & 103 & I & A \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"4×3 DataFrame\\n\",\n \"│ Row │ Number │ Stage │ Treatment │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼────────┼────────┼───────────┤\\n\",\n \"│ 1 │ 100 │ I │ B │\\n\",\n \"│ 2 │ 101 │ III │ A │\\n\",\n \"│ 3 │ 102 │ II │ B │\\n\",\n \"│ 4 │ 103 │ I │ A │\"\n ]\n },\n \"execution_count\": 37,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Inner join\\n\",\n \" df4 = join(subjects, treatment, on = :Number, kind = :inner);\\n\",\n \" df4\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"An outer join will join both dataframes and add `missing` data.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 38,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

6 rows × 3 columns

NumberStageTreatment
Int64⍰String⍰String⍰
1100IB
2101IIIA
3102IIB
4103IA
5104IImissing
6105IImissing
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Number & Stage & Treatment\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64⍰ & String⍰ & String⍰\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 100 & I & B \\\\\\\\\\n\",\n \"\\t2 & 101 & III & A \\\\\\\\\\n\",\n \"\\t3 & 102 & II & B \\\\\\\\\\n\",\n \"\\t4 & 103 & I & A \\\\\\\\\\n\",\n \"\\t5 & 104 & II & \\\\\\\\\\n\",\n \"\\t6 & 105 & II & \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"6×3 DataFrame\\n\",\n \"│ Row │ Number │ Stage │ Treatment │\\n\",\n \"│ │ \\u001b[90mInt64⍰\\u001b[39m │ \\u001b[90mString⍰\\u001b[39m │ \\u001b[90mString⍰\\u001b[39m │\\n\",\n \"├─────┼────────┼─────────┼───────────┤\\n\",\n \"│ 1 │ 100 │ I │ B │\\n\",\n \"│ 2 │ 101 │ III │ A │\\n\",\n \"│ 3 │ 102 │ II │ B │\\n\",\n \"│ 4 │ 103 │ I │ A │\\n\",\n \"│ 5 │ 104 │ II │ \\u001b[90mmissing\\u001b[39m │\\n\",\n \"│ 6 │ 105 │ II │ \\u001b[90mmissing\\u001b[39m │\"\n ]\n },\n \"execution_count\": 38,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Outer joing: empty fields filled with missing\\n\",\n \"df5 = join(subjects, treatment, on = :Number, kind = :outer);\\n\",\n \"df5\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Grouping\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"A dataframe can be _spliced_ by grouping rows according to values in a variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 39,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 3 columns

GroupVariable1Variable2
StringFloat64Float64
1B0.4473580.137658
2B-0.3962110.60808
3B0.3667730.255054
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Group & Variable1 & Variable2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & B & 0.447358 & 0.137658 \\\\\\\\\\n\",\n \"\\t2 & B & -0.396211 & 0.60808 \\\\\\\\\\n\",\n \"\\t3 & B & 0.366773 & 0.255054 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×3 DataFrame\\n\",\n \"│ Row │ Group │ Variable1 │ Variable2 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────────┼───────────┤\\n\",\n \"│ 1 │ B │ 0.447358 │ 0.137658 │\\n\",\n \"│ 2 │ B │ -0.396211 │ 0.60808 │\\n\",\n \"│ 3 │ B │ 0.366773 │ 0.255054 │\"\n ]\n },\n \"execution_count\": 39,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a new DataFrame\\n\",\n \"df6 = DataFrame(Group = rand([\\\"A\\\", \\\"B\\\", \\\"C\\\"], 15), Variable1 = randn(15), Variable2 = rand(15));\\n\",\n \"first(df6, 3)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `by()` function takes a dataframe object as first argument. This is followed by a column (variable) on which to group by. Below we use the `size` argument to indicate the number of rows and columns for the number of each unique values that are found in the specified variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 40,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 2 columns

Groupx1
StringTuple…
1B(9, 3)
2A(4, 3)
3C(2, 3)
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cc}\\n\",\n \"\\t& Group & x1\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Tuple…\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & B & (9, 3) \\\\\\\\\\n\",\n \"\\t2 & A & (4, 3) \\\\\\\\\\n\",\n \"\\t3 & C & (2, 3) \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×2 DataFrame\\n\",\n \"│ Row │ Group │ x1 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mTuple…\\u001b[39m │\\n\",\n \"├─────┼────────┼────────┤\\n\",\n \"│ 1 │ B │ (9, 3) │\\n\",\n \"│ 2 │ A │ (4, 3) │\\n\",\n \"│ 3 │ C │ (2, 3) │\"\n ]\n },\n \"execution_count\": 40,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Grouping using by()\\n\",\n \"by(df6, :Group, size)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Since the dataframe has three columns, we note that as the second value in the `count` tuple returned above. The first value shows the number of instances of the unique values found for the specified variable.\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we create a dataframe instance that shows only the count of the unique values.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 41,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 2 columns

GroupCount
StringInt64
1B9
2A4
3C2
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|cc}\\n\",\n \"\\t& Group & Count\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Int64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & B & 9 \\\\\\\\\\n\",\n \"\\t2 & A & 4 \\\\\\\\\\n\",\n \"\\t3 & C & 2 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×2 DataFrame\\n\",\n \"│ Row │ Group │ Count │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────┤\\n\",\n \"│ 1 │ B │ 9 │\\n\",\n \"│ 2 │ A │ 4 │\\n\",\n \"│ 3 │ C │ 2 │\"\n ]\n },\n \"execution_count\": 41,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Count unique data point values in :Group column\\n\",\n \"by(df6, :Group, dfc -> DataFrame(Count = size(dfc, 1)))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `aggregate()` function also groups a dataframe by unique values for a specified column, but then provides the ability to list statistical tests required.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 42,\n \"metadata\": {},\n \"outputs\": [\n {\n \"name\": \"stdout\",\n \"output_type\": \"stream\",\n \"text\": [\n \"3×5 DataFrame\\n\",\n \"│ Row │ Group │ Variable1_mean │ Variable2_mean │ Variable1_std │ Variable2_std │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼────────────────┼────────────────┼───────────────┼───────────────┤\\n\",\n \"│ 1 │ B │ 0.127675 │ 0.446397 │ 0.973237 │ 0.268476 │\\n\",\n \"│ 2 │ A │ -0.33429 │ 0.339451 │ 1.04503 │ 0.352194 │\\n\",\n \"│ 3 │ C │ -0.902111 │ 0.373207 │ 1.51729 │ 0.368007 │\"\n ]\n }\n ],\n \"source\": [\n \"# Aggregate for descriptive statistics\\n\",\n \"print(aggregate(df6, :Group, [mean, std]))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `groupby()` function actually creates sub-dataframes based on the unique values found in the specified variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 43,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

GroupedDataFrame with 3 groups based on key: Group

First Group (9 rows): Group = \\\"B\\\"

GroupVariable1Variable2
StringFloat64Float64
1B0.4473580.137658
2B-0.3962110.60808
3B0.3667730.255054
4B0.6216730.498734
5B2.063530.52509
6B-1.414530.265511
7B0.1344750.110096
8B-0.7504210.834362
9B0.0764180.78299

⋮

Last Group (2 rows): Group = \\\"C\\\"

GroupVariable1Variable2
StringFloat64Float64
1C0.1707780.633427
2C-1.9750.112987
\"\n ],\n \"text/latex\": [\n \"GroupedDataFrame with 3 groups based on key: Group\\n\",\n \"\\n\",\n \"First Group (9 rows): Group = \\\"B\\\"\\n\",\n \"\\n\",\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Group & Variable1 & Variable2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & B & 0.447358 & 0.137658 \\\\\\\\\\n\",\n \"\\t2 & B & -0.396211 & 0.60808 \\\\\\\\\\n\",\n \"\\t3 & B & 0.366773 & 0.255054 \\\\\\\\\\n\",\n \"\\t4 & B & 0.621673 & 0.498734 \\\\\\\\\\n\",\n \"\\t5 & B & 2.06353 & 0.52509 \\\\\\\\\\n\",\n \"\\t6 & B & -1.41453 & 0.265511 \\\\\\\\\\n\",\n \"\\t7 & B & 0.134475 & 0.110096 \\\\\\\\\\n\",\n \"\\t8 & B & -0.750421 & 0.834362 \\\\\\\\\\n\",\n \"\\t9 & B & 0.076418 & 0.78299 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\",\n \"\\n\",\n \"$\\\\dots$\\n\",\n \"\\n\",\n \"Last Group (2 rows): Group = \\\"C\\\"\\n\",\n \"\\n\",\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Group & Variable1 & Variable2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & C & 0.170778 & 0.633427 \\\\\\\\\\n\",\n \"\\t2 & C & -1.975 & 0.112987 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"GroupedDataFrame with 3 groups based on key: Group\\n\",\n \"First Group (9 rows): Group = \\\"B\\\"\\n\",\n \"│ Row │ Group │ Variable1 │ Variable2 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────────┼───────────┤\\n\",\n \"│ 1 │ B │ 0.447358 │ 0.137658 │\\n\",\n \"│ 2 │ B │ -0.396211 │ 0.60808 │\\n\",\n \"│ 3 │ B │ 0.366773 │ 0.255054 │\\n\",\n \"│ 4 │ B │ 0.621673 │ 0.498734 │\\n\",\n \"│ 5 │ B │ 2.06353 │ 0.52509 │\\n\",\n \"│ 6 │ B │ -1.41453 │ 0.265511 │\\n\",\n \"│ 7 │ B │ 0.134475 │ 0.110096 │\\n\",\n \"│ 8 │ B │ -0.750421 │ 0.834362 │\\n\",\n \"│ 9 │ B │ 0.076418 │ 0.78299 │\\n\",\n \"⋮\\n\",\n \"Last Group (2 rows): Group = \\\"C\\\"\\n\",\n \"│ Row │ Group │ Variable1 │ Variable2 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────────┼───────────┤\\n\",\n \"│ 1 │ C │ 0.170778 │ 0.633427 │\\n\",\n \"│ 2 │ C │ -1.975 │ 0.112987 │\"\n ]\n },\n \"execution_count\": 43,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Group\\n\",\n \"groupby(df6, :Group)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"By calling the `length()` function, we note that there are indeed three sub-dataframes.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 44,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/plain\": [\n \"3\"\n ]\n },\n \"execution_count\": 44,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"length(groupby(df6, :Group))\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Using indexing, we can select any of the three sub-dataframes.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 45,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

4 rows × 3 columns

GroupVariable1Variable2
StringFloat64Float64
1A0.1825880.0940369
2A-1.584920.337865
3A0.7993350.838042
4A-0.7341610.0878598
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Group & Variable1 & Variable2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & A & 0.182588 & 0.0940369 \\\\\\\\\\n\",\n \"\\t2 & A & -1.58492 & 0.337865 \\\\\\\\\\n\",\n \"\\t3 & A & 0.799335 & 0.838042 \\\\\\\\\\n\",\n \"\\t4 & A & -0.734161 & 0.0878598 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"4×3 SubDataFrame\\n\",\n \"│ Row │ Group │ Variable1 │ Variable2 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────────┼───────────┤\\n\",\n \"│ 1 │ A │ 0.182588 │ 0.0940369 │\\n\",\n \"│ 2 │ A │ -1.58492 │ 0.337865 │\\n\",\n \"│ 3 │ A │ 0.799335 │ 0.838042 │\\n\",\n \"│ 4 │ A │ -0.734161 │ 0.0878598 │\"\n ]\n },\n \"execution_count\": 45,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"groupby(df6, :Group)[2]\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Sorting\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Sorting using the `sort!()` function (permanent bang version used here), does what is says on the box. A list can be provided to sort by more than one variable.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 46,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

7 rows × 3 columns

GroupVariable1Variable2
StringFloat64Float64
1A-1.584920.337865
2A-0.7341610.0878598
3A0.1825880.0940369
4A0.7993350.838042
5B-1.414530.265511
6B-0.7504210.834362
7B-0.3962110.60808
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& Group & Variable1 & Variable2\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& String & Float64 & Float64\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & A & -1.58492 & 0.337865 \\\\\\\\\\n\",\n \"\\t2 & A & -0.734161 & 0.0878598 \\\\\\\\\\n\",\n \"\\t3 & A & 0.182588 & 0.0940369 \\\\\\\\\\n\",\n \"\\t4 & A & 0.799335 & 0.838042 \\\\\\\\\\n\",\n \"\\t5 & B & -1.41453 & 0.265511 \\\\\\\\\\n\",\n \"\\t6 & B & -0.750421 & 0.834362 \\\\\\\\\\n\",\n \"\\t7 & B & -0.396211 & 0.60808 \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"7×3 DataFrame\\n\",\n \"│ Row │ Group │ Variable1 │ Variable2 │\\n\",\n \"│ │ \\u001b[90mString\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │ \\u001b[90mFloat64\\u001b[39m │\\n\",\n \"├─────┼────────┼───────────┼───────────┤\\n\",\n \"│ 1 │ A │ -1.58492 │ 0.337865 │\\n\",\n \"│ 2 │ A │ -0.734161 │ 0.0878598 │\\n\",\n \"│ 3 │ A │ 0.182588 │ 0.0940369 │\\n\",\n \"│ 4 │ A │ 0.799335 │ 0.838042 │\\n\",\n \"│ 5 │ B │ -1.41453 │ 0.265511 │\\n\",\n \"│ 6 │ B │ -0.750421 │ 0.834362 │\\n\",\n \"│ 7 │ B │ -0.396211 │ 0.60808 │\"\n ]\n },\n \"execution_count\": 46,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"df6S = sort!(df6, [:Group, :Variable1]);\\n\",\n \"first(df6S, 7)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Unique rows only\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"Below we create a dataframe with two identical rows.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 47,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

6 rows × 3 columns

ABC
Int64Int64String
1111A
2212B
3212B
4313C
5414D
6515E
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 11 & A \\\\\\\\\\n\",\n \"\\t2 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t3 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t4 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t5 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\t6 & 5 & 15 & E \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"6×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 1 │ 11 │ A │\\n\",\n \"│ 2 │ 2 │ 12 │ B │\\n\",\n \"│ 3 │ 2 │ 12 │ B │\\n\",\n \"│ 4 │ 3 │ 13 │ C │\\n\",\n \"│ 5 │ 4 │ 14 │ D │\\n\",\n \"│ 6 │ 5 │ 15 │ E │\"\n ]\n },\n \"execution_count\": 47,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Creating a DataFrame with an obvious duplicate row\\n\",\n \"df7 = DataFrame(A = [1, 2, 2, 3, 4, 5], B = [11, 12, 12, 13, 14, 15], C = [\\\"A\\\", \\\"B\\\", \\\"B\\\", \\\"C\\\", \\\"D\\\", \\\"E\\\"]);\\n\",\n \"df7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `unique()` function will, as the name implies, delete the duplicate row.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 48,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

5 rows × 3 columns

ABC
Int64Int64String
1111A
2212B
3313C
4414D
5515E
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 11 & A \\\\\\\\\\n\",\n \"\\t2 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t3 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t4 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\t5 & 5 & 15 & E \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"5×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 1 │ 11 │ A │\\n\",\n \"│ 2 │ 2 │ 12 │ B │\\n\",\n \"│ 3 │ 3 │ 13 │ C │\\n\",\n \"│ 4 │ 4 │ 14 │ D │\\n\",\n \"│ 5 │ 5 │ 15 │ E │\"\n ]\n },\n \"execution_count\": 48,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Only unique rows\\n\",\n \"unique(df7)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 49,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

6 rows × 3 columns

ABC
Int64Int64String
1111A
2212B
3212B
4313C
5414D
6515E
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 11 & A \\\\\\\\\\n\",\n \"\\t2 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t3 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t4 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t5 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\t6 & 5 & 15 & E \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"6×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 1 │ 11 │ A │\\n\",\n \"│ 2 │ 2 │ 12 │ B │\\n\",\n \"│ 3 │ 2 │ 12 │ B │\\n\",\n \"│ 4 │ 3 │ 13 │ C │\\n\",\n \"│ 5 │ 4 │ 14 │ D │\\n\",\n \"│ 6 │ 5 │ 15 │ E │\"\n ]\n },\n \"execution_count\": 49,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"df7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"As always, the bang will make the change permament.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 50,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

5 rows × 3 columns

ABC
Int64Int64String
1111A
2212B
3313C
4414D
5515E
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 11 & A \\\\\\\\\\n\",\n \"\\t2 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t3 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t4 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\t5 & 5 & 15 & E \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"5×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 1 │ 11 │ A │\\n\",\n \"│ 2 │ 2 │ 12 │ B │\\n\",\n \"│ 3 │ 3 │ 13 │ C │\\n\",\n \"│ 4 │ 4 │ 14 │ D │\\n\",\n \"│ 5 │ 5 │ 15 │ E │\"\n ]\n },\n \"execution_count\": 50,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Permanant change\\n\",\n \"unique!(df7)\\n\",\n \"df7\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 51,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

5 rows × 3 columns

ABC
Int64Int64String
1111A
2212B
3313C
4414D
5515E
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 1 & 11 & A \\\\\\\\\\n\",\n \"\\t2 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t3 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t4 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\t5 & 5 & 15 & E \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"5×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 1 │ 11 │ A │\\n\",\n \"│ 2 │ 2 │ 12 │ B │\\n\",\n \"│ 3 │ 3 │ 13 │ C │\\n\",\n \"│ 4 │ 4 │ 14 │ D │\\n\",\n \"│ 5 │ 5 │ 15 │ E │\"\n ]\n },\n \"execution_count\": 51,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"#Permanant change\\n\",\n \"unique!(df7)\\n\",\n \"df7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"### Deleting rows\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"The `deleterows!()` function (permanent bang version used here), deletes specified rows.\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": 52,\n \"metadata\": {},\n \"outputs\": [\n {\n \"data\": {\n \"text/html\": [\n \"

3 rows × 3 columns

ABC
Int64Int64String
1212B
2313C
3414D
\"\n ],\n \"text/latex\": [\n \"\\\\begin{tabular}{r|ccc}\\n\",\n \"\\t& A & B & C\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t& Int64 & Int64 & String\\\\\\\\\\n\",\n \"\\t\\\\hline\\n\",\n \"\\t1 & 2 & 12 & B \\\\\\\\\\n\",\n \"\\t2 & 3 & 13 & C \\\\\\\\\\n\",\n \"\\t3 & 4 & 14 & D \\\\\\\\\\n\",\n \"\\\\end{tabular}\\n\"\n ],\n \"text/plain\": [\n \"3×3 DataFrame\\n\",\n \"│ Row │ A │ B │ C │\\n\",\n \"│ │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mInt64\\u001b[39m │ \\u001b[90mString\\u001b[39m │\\n\",\n \"├─────┼───────┼───────┼────────┤\\n\",\n \"│ 1 │ 2 │ 12 │ B │\\n\",\n \"│ 2 │ 3 │ 13 │ C │\\n\",\n \"│ 3 │ 4 │ 14 │ D │\"\n ]\n },\n \"execution_count\": 52,\n \"metadata\": {},\n \"output_type\": \"execute_result\"\n }\n ],\n \"source\": [\n \"# Permanently\\n\",\n \"deleterows!(df7, [1, 5])\\n\",\n \"df7\"\n ]\n },\n {\n \"cell_type\": \"markdown\",\n \"metadata\": {},\n \"source\": [\n \"[Back to the top](#In-this-lecture)\"\n ]\n },\n {\n \"cell_type\": \"code\",\n \"execution_count\": null,\n \"metadata\": {},\n \"outputs\": [],\n \"source\": []\n }\n ],\n \"metadata\": {\n \"kernelspec\": {\n \"display_name\": \"Julia 1.1.0\",\n \"language\": \"julia\",\n \"name\": \"julia-1.1\"\n },\n \"language_info\": {\n \"file_extension\": \".jl\",\n \"mimetype\": \"application/julia\",\n \"name\": \"julia\",\n \"version\": \"1.1.0\"\n }\n },\n \"nbformat\": 4,\n \"nbformat_minor\": 2\n}\n" }, { "path": "style.css", "content": "\n\n\n\n\n\n\n\n" }, { "path": "wikipediaEVDdatesconverted.csv", "content": "613,28637,11314,3804,2536,10675,4808,14122,3955\n606,28634,11314,3804,2536,10672,4808,14122,3955\n599,28635,11314,3805,2536,10672,4808,14122,3955\n592,28607,11314,3810,2536,10672,4808,14089,3955\n582,28539,11298,3806,2535,10672,4808,14061,3955\n575,28476,11298,3803,2535,10672,4808,14001,3955\n568,28454,11297,3800,2534,10672,4808,13982,3955\n554,28388,11296,3805,2533,10672,4808,13911,3955\n547,28295,11295,3800,2532,10672,4808,13823,3955\n540,28220,11291,3792,2530,10672,4808,13756,3953\n533,28147,11291,3792,2530,10672,4808,13683,3953\n526,28073,11290,3792,2529,10672,4808,13609,3953\n512,27952,11284,3786,2524,10672,4808,13494,3952\n505,27929,11283,3787,2524,10672,4808,13470,3951\n491,27748,11279,3786,2520,10672,4808,13290,3951\n477,27642,11261,3760,2506,10673,4808,13209,3947\n470,27573,11246,3748,2499,10670,4807,13155,3940\n463,27514,11220,3729,2482,10666,4806,13119,3932\n456,27443,11207,3718,2473,10666,4806,13059,3924\n449,27305,11169,3674,2444,10666,4806,12965,3919\n435,27110,11132,3652,2429,10666,4806,12827,3912\n421,26898,11105,3635,2407,10666,4806,12632,3907\n407,26558,10990,3589,2386,10564,4716,12440,3903\n393,26009,10793,3565,2358,10212,4573,12267,3877\n379,25480,10557,3515,2333,9862,4408,12138,3831\n365,24837,10296,3429,2263,9602,4301,11841,3747\n351,24282,9976,3285,2170,9343,4162,11619,3629\n337,23659,9574,3155,2091,9238,4037,11301,3461\n323,22824,9147,3044,1995,8881,3826,10934,3341\n309,22022,8780,2917,1910,8622,3686,10518,3199\n295,21226,8399,2806,1814,8331,3538,10124,3062\n281,20171,7890,2707,1709,8018,3423,9446,2758\n267,18565,7273,2415,1525,7819,3346,8356,2417\n253,17110,6397,2164,1325,7653,3157,7312,1915\n241,15291,5765,2047,1214,7082,2963,6190,1598\n225,13015,5188,1731,1041,6525,2697,4759,1450\n211,9911,4890,1540,926,4665,2705,3706,1259\n204,8950,4476,1472,843,4249,2458,3252,1183\n190,7169,3278,1157,710,3696,1998,2317,570\n176,5327,2578,942,601,2720,1461,1655,516\n162,3664,1794,771,494,1698,871,1216,436\n147,2225,1225,543,394,834,466,848,365\n140,1835,1011,506,373,599,323,730,315\n130,1437,825,472,346,391,227,574,252\n123,1201,672,427,319,249,129,525,224\n114,982,613,411,310,174,106,397,197\n102,779,481,412,305,115,75,252,101\n87,528,337,398,264,33,24,97,49\n66,309,202,281,186,12,11,16,5\n51,260,182,248,171,12,11,–,–\n40,239,160,226,149,13,11,-,-\n23,176,110,168,108,8,2,–,–\n9,130,82,122,80,8,2,–,–\n0,49,29,49,29,–,–,–,–\n" }, { "path": "wikipediaEVDraw.csv", "content": "25 Nov 2015,28637,11314,3804,2536,10675,4808,14122,3955\n18 Nov 2015,28634,11314,3804,2536,10672,4808,14122,3955\n11 Nov 2015,28635,11314,3805,2536,10672,4808,14122,3955\n4 Nov 2015,28607,11314,3810,2536,10672,4808,14089,3955\n25 Oct 2015,28539,11298,3806,2535,10672,4808,14061,3955\n18 Oct 2015,28476,11298,3803,2535,10672,4808,14001,3955\n11 Oct 2015,28454,11297,3800,2534,10672,4808,13982,3955\n27 Sep 2015,28388,11296,3805,2533,10672,4808,13911,3955\n20 Sep 2015,28295,11295,3800,2532,10672,4808,13823,3955\n13 Sep 2015,28220,11291,3792,2530,10672,4808,13756,3953\n6 Sep 2015,28147,11291,3792,2530,10672,4808,13683,3953\n30 Aug 2015,28073,11290,3792,2529,10672,4808,13609,3953\n16 Aug 2015,27952,11284,3786,2524,10672,4808,13494,3952\n9 Aug 2015,27929,11283,3787,2524,10672,4808,13470,3951\n26 Jul 2015,27748,11279,3786,2520,10672,4808,13290,3951\n12 Jul 2015,27642,11261,3760,2506,10673,4808,13209,3947\n5 Jul 2015,27573,11246,3748,2499,10670,4807,13155,3940\n28 Jun 2015,27514,11220,3729,2482,10666,4806,13119,3932\n21 Jun 2015,27443,11207,3718,2473,10666,4806,13059,3924\n14 Jun 2015,27305,11169,3674,2444,10666,4806,12965,3919\n31 May 2015,27110,11132,3652,2429,10666,4806,12827,3912\n17 May 2015,26898,11105,3635,2407,10666,4806,12632,3907\n3 May 2015,26558,10990,3589,2386,10564,4716,12440,3903\n19 Apr 2015,26009,10793,3565,2358,10212,4573,12267,3877\n5 Apr 2015,25480,10557,3515,2333,9862,4408,12138,3831\n22 Mar 2015,24837,10296,3429,2263,9602,4301,11841,3747\n8 Mar 2015,24282,9976,3285,2170,9343,4162,11619,3629\n22 Feb 2015,23659,9574,3155,2091,9238,4037,11301,3461\n8 Feb 2015,22824,9147,3044,1995,8881,3826,10934,3341\n25 Jan 2015,22022,8780,2917,1910,8622,3686,10518,3199\n11 Jan 2015,21226,8399,2806,1814,8331,3538,10124,3062\n28 Dec 2014,20171,7890,2707,1709,8018,3423,9446,2758\n14 Dec 2014,18565,7273,2415,1525,7819,3346,8356,2417\n30 Nov 2014,17110,6397,2164,1325,7653,3157,7312,1915\n18 Nov 2014,15291,5765,2047,1214,7082,2963,6190,1598\n2 Nov 2014,13015,5188,1731,1041,6525,2697,4759,1450\n19 Oct 2014,9911,4890,1540,926,4665,2705,3706,1259\n12 Oct 2014,8950,4476,1472,843,4249,2458,3252,1183\n28 Sep 2014,7169,3278,1157,710,3696,1998,2317,570\n14 Sep 2014,5327,2578,942,601,2720,1461,1655,516\n31 Aug 2014,3664,1794,771,494,1698,871,1216,436\n16 Aug 2014,2225,1225,543,394,834,466,848,365\n9 Aug 2014,1835,1011,506,373,599,323,730,315\n30 Jul 2014,1437,825,472,346,391,227,574,252\n23 Jul 2014,1201,672,427,319,249,129,525,224\n14 Jul 2014,982,613,411,310,174,106,397,197\n2 Jul 2014,779,481,412,305,115,75,252,101\n17 Jun 2014,528,337,398,264,33,24,97,49\n27 May 2014,309,202,281,186,12,11,16,5\n12 May 2014,260,182,248,171,12,11,–,–\n1 May 2014,239,160,226,149,13,11,-,-\n14 Apr 2014,176,110,168,108,8,2,–,–\n31 Mar 2014,130,82,122,80,8,2,–,–\n22 Mar 2014,49,29,49,29,–,–,–,–\n" } ]